The Early Years Academy Ibstock

Inclusion: Strong standard

Children experience a highly inclusive environment, where their individual needs are identified early and met with care, precision and warmth. Children benefit from staff, who know them deeply and use observations, baseline assessments and ongoing discussions with families to understand their starting points and any emerging barriers.

Children with special educational needs and/or disabilities are supported through a clear graduated approach. Staff and leaders work closely together alongside external agencies and parents. This ensures that needs are accurately assessed and addressed. Staff use visuals, objects of reference, clear routines and personalised targeted plans to help children understand what is happening next, feel settled and confidently access learning that is right for them

Children who are disadvantaged or known to social care receive personalised support that reduces barriers to their wellbeing and development. Staff adapt routines sensitively, such as adjusting mealtime expectations, providing bereavement resources or supporting toilet training and sustained attention. Children who speak English as an additional language are supported through early targeted plans, dual language strategies and close partnership with families.

Children are fully included in all aspects of the setting. Their interests shape planning, transitions are carefully supported and staff ensure every child feels valued, represented and able to participate. As a result, children make sustained and meaningful progress from their starting points and thrive within a nurturing, responsive environment.

Curriculum and teaching: Strong standard

Children benefit from an ambitious, well-sequenced curriculum that leaders have designed with a clear understanding of what they want children to learn and why. Children experience a curriculum that builds communication, emotional literacy, cultural awareness, independence and early mathematics through carefully planned, meaningful experiences. Children move smoothly through the setting because the curriculum is coherently structured from babies to pre-school, with a strong focus on preparing them for their next steps.

Children enjoy rich, purposeful activities linked to core books, sensory exploration and real life experiences. Children snuggle into cosy spaces to share stories, mix potions inspired by 'The Gruffalo' and explore natural materials that strengthen fine and gross motor skills. Children develop strong coordination through climbing, running, trikes, tools, pipettes and cutlery practice, all sequenced to build physical readiness for writing and self care.

Children make strong progress because teaching is consistently high quality. Staff model vocabulary, repeat language, narrate play and engage children in turn-taking conversations that deepen understanding. Children benefit from calm, gentle interactions that create emotionally secure learning environments. Staff use a 6-week review cycle and a 'stop, pause, reflect' approach to adapt teaching responsively. Children with special educational needs and/or disabilities, and those facing barriers to learning, receive targeted support through visuals, objects of reference and personalised plans. Funding is used effectively to provide appropriate resources that help children access learning with confidence.

Children thrive because teaching is purposeful, responsive and rooted in deep knowledge of child development.

Achievement: Strong standard

Children make consistent and clear progress across all areas of learning. They build on what they know and can do, demonstrating rapid progress in communication, fine motor control, sensory exploration and early independence. Children show growing confidence as they express their ideas, use new vocabulary and engage in rich, purposeful play.

Children are highly focused and motivated. They think deeply, explore problems with increasing independence and use a clear narrative in their play to organise their thoughts. As a result, children play well together, cooperate during shared activities and show confidence in self-help skills. Additional funding enriches their experiences further. Children immerse themselves in exciting sensory dinosaur lands, explore story sacks and use resources that help them understand and regulate their emotions. These opportunities ensure disadvantaged children achieve well from their starting points and access rich, meaningful learning.

Children with special educational needs and/or disabilities make clear progress because their needs are identified early and barriers are reduced quickly. Children respond well to visuals, repetition and gentle guidance, showing increasing confidence as they follow routines, anticipate what will happen next and access learning that is right for them. Regular assessments ensure children continue to make consistent progress through carefully sequenced experiences. Children transition confidently between rooms and are very well prepared for school, showing kindness, independence and confidence in all aspects of nursery life.

Behaviour, attitudes and establishing routines: Strong standard

Leaders provide strategic, highly effective leadership of behaviour, attitudes and routines. They create a warm, safe and welcoming environment, where expectations are clear, consistent and understood by all staff. Attendance is excellent. Leaders and staff follow robust procedures to monitor any absence through daily checks, swift follow up and clear communication with families. This ensures children's wellbeing is prioritised and any emerging concerns are addressed quickly, minimising the impact on children's learning.

Positive relationships are a significant strength. Strong attachments underpin children's emotional security, and staff model calm, respectful interactions. Children behave well, show kindness and respond confidently to staff guidance. When children occasionally struggle, practitioners intervene sensitively, supporting them to regulate and re-join play.

Children demonstrate highly positive attitudes to learning. They listen during group times, move calmly between activities and wait patiently at mealtimes. Staff teach emotional vocabulary, kindness and turn-taking, helping children develop strong self-regulation skills. Babies benefit from predictable, nurturing routines that support engagement and emotional regulation.

Approaches to behaviour are inclusive and responsive. Staff adapt strategies for children with special educational needs and/or disabilities, using visuals, emotional coaching and consistent routines. Behaviour management training ensures a unified approach across the team. Children show resilience, confidence and independence, and are very well prepared for the next stage of learning.

Children's welfare and wellbeing: Strong standard

Leaders provide highly effective strategic leadership of children's welfare and wellbeing. They place emotional security, belonging and care at the centre of the setting's work, ensuring a calm, nurturing and emotionally attuned environment. Staff feel well supported by leaders, which contributes to the consistently warm, responsive practice seen across the nursery.

Children demonstrate that they feel settled, safe and secure. They form strong attachments with their key person, confidently seeking comfort, reassurance and interaction. Babies benefit from sensitive responses to their cues, including cuddles, eye contact and soothing voices. Children show they feel loved, valued and emotionally supported.

Wellbeing is developed through sensory experiences, sound baths, yoga, emotional literacy work and peaceful spaces that promote regulation. Children build positive relationships, develop independence and confidently manage their own needs, such as handwashing, toileting and preparing snacks.

Approaches to wellbeing are inclusive and responsive. Staff work closely with families, using family books, self portraits and stay-and-play sessions to strengthen belonging. Leaders promptly identify children who may need additional support, including children with special educational needs and/or disabilities, and follow targeted plans with parents and professionals. Transitions are well structured, helping children feel secure and confident as they move through the setting.

Leadership and governance: Strong standard

Leadership is well established and embedded across the setting, creating ambitious expectations for all children and staff. Leaders have a precise understanding of the setting's strengths and take swift, well-judged action to improve practice. Leaders have developed a culture of research-informed practice, enabling staff to confidently discuss theory, pedagogy and curriculum decisions with inspectors. This includes innovative work that promotes free art, open-ended expression and schema-based learning, supporting children to explore ideas creatively and follow their own interests.

Leaders promote a culture of continual improvement. They use a 6-six week 'stop, pause and reflect' cycle to review what is working well and what needs to develop. Staff receive high-quality training in safeguarding, supporting children with special educational needs and/or disabilities, emotional wellbeing and sensory-based approaches. Staff feel valued and supported through supervision, induction, coaching and the Wellbeing Academy, which offers emotional support, wellbeing walks, vouchers and regular check ins. This contributes to a stable and highly motivated workforce.

Leadership of behaviour, attitudes and routines is consistent and inclusive. Leaders ensure clear expectations and responsive approaches for children with special educational needs and/or disabilities. Partnerships with families are strengthened through practical support, community links and well planned engagement events.

Day-to-day leadership is well organised, with clear systems that ensure the setting runs smoothly. Recruitment is rigorous, safeguarding is well led and processes for attendance, medication, food safety and emergency planning are applied reliably. Leaders communicate clearly, manage complaints transparently and ensure the setting remains safe, nurturing and governed to a consistently high standard.