The Counting House Nursery

Inclusion: Strong standard

Leaders and practitioners identify children's needs swiftly from the earliest stage, and they respond with precision. High expectations are upheld for every child, with aspirational vocabulary and rich learning opportunities promoted regardless of any barriers to children's learning. Strong relationships with families, beginning in the baby room, ensure children's needs are quickly understood. Children with special educational needs and/or disabilities are well supported through planned adaptations and consistent practice. External agencies are involved when appropriate, though the skilled staff team meets most needs internally. Staff's professional development is well targeted, which strengthens their practice.

Children's progress is rigorously monitored, with barriers addressed immediately through team discussions. Staff embed children's interests into play, enabling them to thrive. Open communication with parents and carers ensures needs are clearly understood, and home languages are celebrated to support inclusion.

The setting considers vulnerable families, providing access to a 'baby bank' that offers essential items. Room-level adaptations, particularly in pre-school, demonstrate thoughtful and inclusive practice. Staff source resources to ensure learning remains accessible, resulting in strong outcomes. Transitions are well planned, and the outdoor provision, enhanced through pupil premium funding, offers a high-quality shared space. Leaders and staff act decisively to sustain adaptations that improve children's experiences and wellbeing.

Curriculum and teaching: Strong standard

Leaders organise an ambitious, well-layered curriculum that works highly effectively in practice. Leaders' strategies, such as introducing new experiences, monthly focuses and possible lines of development (PLODs), ensure learning is responsive, purposeful and closely aligned to children's next steps. Regular professional discussion and close analysis of children's development enable staff to identify emerging needs and adapt provision precisely. This results in relevant opportunities for children, such as increased sensory exploration and messy play. Monthly focuses are shared with parents through the online communication system and newsletters, strengthening consistency between home and the setting.

The curriculum structure enables children to revisit, practise and embed key skills. Planning documents are evident in all rooms and updated frequently. Staff speak confidently about what children are learning and why. Practitioners plan across all areas of learning, including targeted 'tray tasks' that promote engagement, independence and consolidation. High expectations for language development are clear, with practitioners modelling vocabulary precisely and extending children's speech. Interactions are consistently strong. Outdoor spaces provide a rich learning environment, particularly the thoughtfully developed forest school area. Children use these spaces with enthusiasm, with one child exclaiming, 'I love forest school!' The on-site library is a notable strength, fostering a love of reading. As a result of this well-structured curriculum, staff act in the moment and create purposeful actions that extend learning further. Consequently, children's outcomes are excellent.

Achievement: Strong standard

Children make exceptional progress as they move through the setting. They manage transitions confidently, showing emotional security and adapting quickly to new routines. From their starting points, children achieve well and develop increasing independence, particularly during routines such as lunchtimes, where toddlers manage their own needs with minimal support.

Children make strong, sustained progress across all areas. They show deep curiosity, strong recall and growing understanding when exploring interests such as continents, space and the work of a favourite refuse worker. Gaps in learning close consistently and often rapidly, especially for children with special educational needs, who demonstrate secure and improving progress over time. Physical development is strong. Children develop balance, coordination and confidence outdoors, and refine fine motor skills through frequent craft activities. Across all ages, children demonstrate effective listening and attention, particularly during story times and singing sessions. Social and emotional development is equally strong, with children forming early relationships and showing readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate consistently positive behaviour because the provision is deliberately structured to promote independence, engagement and clear routines. Lunchtime observations show children confidently managing high expectations, and transitions across the nursery are calm, safe and highly effective. Two-year-olds move independently through shared spaces, reflecting strong staff modelling and well-embedded routines.

The setting's golden rules are securely embedded and reinforced through precise modelling and praise. Children talk confidently about expectations and explain why they matter. Their listening skills, conversation skills and manners are excellent. They consistently show respect for one another and for their belongings. Outdoors, children access provision purposefully. They share, collaborate and develop rich role play, supported effectively by staff. During forest school, children articulate how they keep themselves safe. They recite rules, such as walking around the fire circle, and enthusiastically sing the forest school song, demonstrating a deeply-embedded culture for learning. The sensory room is used regularly and effectively to support emotional regulation through individualised strategies.

Attendance at the nursery is good. Parents are welcomed into rooms at the start of sessions to meet and greet key workers, clearly strengthening relationships. Parental feedback is highly positive, with one parent stating that staff are 'patient, caring and responsive'.

Children's welfare and wellbeing: Strong standard

The setting demonstrates consistently high-quality practice, underpinned by secure key-worker relationships and practitioners who speak confidently and precisely about each child's development. Toddlers and pre-school children benefit from purposeful, well-structured routines that promote smooth transitions and ensure children remain settled, focused and ready to learn. Families frequently share positive feedback, highlighting strong communication and the noticeable progress their children make, which reinforces the impact of the setting's approach.

Practitioners show strong awareness of children's changing circumstances and respond swiftly when needs shift. Leaders articulate clear examples of how they have supported individual children, such as adapting routines following family changes, increasing emotional check-ins during periods of transition, or tailoring communication strategies to strengthen consistency between home and nursery. This evaluative practice ensures children receive timely, targeted support that leads to improved outcomes.

Children show sustained progression in their self-care skills, confidently using cutlery, carrying trays and pouring their own water with increasing independence. Practitioners apply strong rigour to mealtimes and snack times, ensuring they are carefully catered for and delivered through predictable, well-embedded routines. Allergy management is robust, with adapted lunch mats, name cards and consistent staff oversight demonstrating meticulous planning. Mealtimes also promote respect, cooperation and social awareness. Supported by a well-planned menu, children make healthy choices and show growing confidence, responsibility and pride.

Leadership and governance: Strong standard

Leaders set high expectations and articulate a clear, ambitious vision that shapes practice consistently across the setting. Their strategic direction ensures that every decision is rooted in what children need to thrive. Leaders use thoughtful and rigorous recruitment processes, drawing on a strong understanding of the nursery's context to appoint staff whose strengths align closely with the needs of the children. This careful approach results in a team that is well matched and able to deliver high-quality experiences.

Leaders remain highly responsive to children's emerging needs, which is reflected in the consistently strong quality of provision in every room. They prioritise staff development, ensuring practitioners have the knowledge, skills and professional confidence to deliver high-quality care and education. Leaders foster a positive culture where staff feel valued, welcome feedback and contribute meaningfully to ongoing improvement.

Leaders' 'self-reflection tool' is used as an effective working document that evidences implementation, supports professional dialogue and identifies clear priorities. Leaders act on this information to shape training and maintain a culture of continuous growth. Collaboration with other settings strengthens practice, creating shared opportunities to learn and exchange ideas. Leaders also nurture strong relationships with families through meaningful opportunities for connection. This is demonstrated through events such as the recent anniversary celebration, bringing families together and fostering a deep sense of community and belonging.