The Academy Nursery School Patchway

Inclusion: Strong standard

Leaders are dedicated to getting to know children and their families to ensure that children's individual needs are met. They carry out home visits to give children a personalised start, based on their prior experiences. Leaders also signpost parents to appropriate support when needed and are committed to using funding effectively to enhance children's experiences. Staff support vulnerable children well through the targeted use of funding. For example, they provide additional resources to meet these children's individual needs. Staff use their knowledge to adapt activities effectively to ensure that all children are included.

The curriculum is carefully matched to the needs of all children. Leaders are committed and have a clear vision about how they ensure that children achieve well. For example, they work extensively with parents and external professionals to seek advice and guidance to help plan for children's learning.

Leaders and staff are passionate about providing an inclusive provision for all children. For example, staff support those who need additional help with speech and language by offering small-group sessions, using props and flashcards and engaging children in games to promote language development.

Leaders recognise and respond to changes they can make to the daily routines to help promote children's regular attendance. For instance, staff use their good relationships with parents to agree start times to the day. Children arrive settled and ready for the day at the setting.

Curriculum and teaching: Expected standard

Leaders have developed a well-considered curriculum that builds effectively on children's existing knowledge and skills. Clear learning intentions are carefully planned and shared with staff to maximise learning opportunities. Staff remain attentive and adapt activities skilfully to meet each child's individual needs.

Leaders work closely with staff to identify key areas of learning. This ensures that experiences are sequenced effectively so that children make good progress from their starting points and are well prepared for the next stage of their education. Leaders and staff know their key children extremely well and understand what makes each child unique, including those with special educational needs and/or disabilities. Staff hold high expectations for all children.

Leaders focus on children's social and emotional development, which is thoughtfully embedded across daily practice. This supports children to feel secure, develop confidence and build positive relationships.

Children show a clear enjoyment of books, supported by staff who use stories, props and visual prompts effectively in both group and small-group activities. However, the daily routine is not always organised in a way that fully meets the needs of younger children. At times, large-group sessions are too long, leading to some children losing focus and becoming less engaged. Leaders are taking appropriate steps to support staff in addressing these areas for development.

Children develop their problem-solving skills through a range of activities. Younger children complete age-appropriate puzzles, while older children count the numbers on a dice and take turns during a number-matching game. These experiences support their early mathematical development.

Children develop their physical skills as they learn to climb, balance and take part in actions to music, supporting their overall physical development.

Overall, staff support children's communication and language development effectively by modelling vocabulary, revisiting familiar stories, singing rhymes and using signing and visual cues. However, there are some inconsistencies in practice. At times, staff do not allow sufficient time for children to think and respond, and some of the questions they ask do not fully extend children's language and thinking skills. Leaders are providing support to help staff further develop these aspects of their practice.

Achievement: Expected standard

All children, including those in receipt of additional funding and those with special educational needs and/or disabilities, benefit from a curriculum that helps them to make progress from their individual starting points and prepares them for their transition to school.

Children develop their small-muscle skills well. For example, younger children enjoy completing simple jigsaw puzzles and persevere as they rotate pieces until they fit. They also strengthen their hand muscles as they create models using play dough. Older children develop their large-muscle skills effectively as they build strength and coordination while using outdoor play equipment. Younger children show increasing control and dexterity as they use tools to scoop sand and create pretend castles.

Children engage in activities that support communication and language development. Staff use photo prompts and signing effectively to support children with additional needs and those who speak English as an additional language. Children learn new vocabulary through songs, rhymes and stories. However, at times, children do not have sufficient time to respond to questions, which limits opportunities to further develop their thinking and speaking skills.

Behaviour, attitudes and establishing routines: Strong standard

Leaders consistently establish a positive environment with clear, commonly understood expectations for behaviour. Staff form close bonds with children, learning individual cues and supporting emotional needs, such as recognising different types of needs at the start of the session. Staff use positive reinforcement and model respectful interactions, helping children to understand and follow the setting's expectations. Children consistently collaborate, take turns and get along with others, developing important social skills.

Attendance and punctuality are monitored closely, with open conversations with families to address barriers and support regular attendance.

Children have a secure understanding of daily routines and confidently anticipate what will happen next. For example, they know when it is time to tidy up and transition smoothly between activities. Daily routines, including snack and mealtimes, are well organised and calm. Children sit together, engage in meaningful conversations with their friends and independently feed themselves. These well-established routines promote children's independence, confidence and development of self-care skills effectively.

Children form respectful and positive friendships. Staff consistently support children to develop kindness and manage their emotions effectively. Targeted small-group and one-to-one interventions are used well to support children who need additional help. This enables these children to understand and follow rules and boundaries. Staff build warm, trusting relationships with children, helping them to feel safe, secure and confident. Children demonstrate good self-control and develop positive attitudes towards learning.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to children's needs and place a strong emphasis on developing secure attachments with each child's key person. This ensures that children who are new to the setting settle quickly and feel safe and secure. Very young children develop a strong sense of belonging and become increasingly confident within their surroundings.

Staff provide frequent praise and reassurance, which significantly enhances children's self-esteem and confidence. They are skilled at anticipating and identifying children who may face barriers to their learning or emotional wellbeing. Staff support these children systematically by gradually building skills that help them manage morning routines. Children arrive happily and calmly, confidently following familiar settling-in routines. Staff know the children well and can identify those who benefit from using the sensory calming area on arrival. This carefully planned and gradual approach has proved highly effective.

Leaders place a strong emphasis on promoting children's early independence skills, which are firmly embedded in daily routines. Staff consistently encourage children to recognise and manage important self-care tasks. For instance, children confidently recognise when they need to use the toilet and independently wash their hands before meals. They also take responsibility for tidying up throughout the day and complete simple tasks, such as serving their own snacks. This consistent approach supports children in developing positive hygiene practices and increasing independence.

Leadership and governance: Strong standard

Leaders demonstrate a clear commitment to providing high-quality care and education. Managers have an accurate understanding of the setting's strengths and areas for development through thorough self-evaluation and regular monitoring. For example, leaders are able to reflect that there are inconsistencies in teaching communication skills and have taken steps to offer further support. Decisions consistently reflect the best interests of all children, including those who are disadvantaged or require additional support. Children's individual needs are met effectively, and staff foster an inclusive, caring and nurturing environment where every child can thrive.

Leaders actively seek parents' views and contributions, ensuring their observations and feedback inform children's learning plans. Parents speak positively about the setting and report feeling well supported from the outset, including through home visits. They are regularly invited to contribute to their children's learning, such as participating in a food-focus day, which supports children to explore and learn about different fruits. This strong partnership working enhances children's development.

Leadership and support for staff are key strengths. Leaders promote a strong team ethos, with personalised targets and clear expectations that support professional development. Regular, focused supervision encourages reflective practice and collaboration with parents and external professionals. This enables staff to implement timely, well-planned interventions for children requiring additional support, resulting in highly positive outcomes for children's learning and wellbeing.