The Forest Tree Nursery

Inclusion: Strong standard

The setting demonstrates a strong commitment to inclusion. Early years pupil premium funding is used effectively to support individual children and enhance staff's practice. For example, staff access training to widen their knowledge and apply this to their practice in redesigning the curriculum for the nursery. As a result, they have considered how the curriculum can be more inclusive for all children.

Leaders invest in staff training, including communication development and the Raising Early Achievement in Literacy project, which has strengthened interactions and improved children's language and school readiness. Children with emerging or identified needs are recognised quickly, with clear individual plans in place. Staff work closely with external agencies and support parents to understand and access appropriate interventions.

Partnerships with families and the community are a key strength. The manager works with the local authority and family hubs to deliver programmes supporting understanding of child development and provides flexible support for families. Leaders respond well to community needs, ensuring frequent outdoor access for children who may lack this at home. Children with special educational needs and/or disabilities make strong progress. For example, those who previously had limited communication and social interaction are now engaging in play and beginning to express their needs confidently.

Curriculum and teaching: Expected standard

Leaders have created a curriculum that is understood by all staff and have recently redesigned it to better meet the needs of their children and staff. Children make appropriate progress from their starting points and generally enjoy their time in the setting. Staff place a large emphasis on developing children's communication and language, particularly through the use of stories. As a result, children begin to develop their vocabulary and confidence in speaking. Children enjoy their play, especially in the outdoor environment. Leaders and staff recognise the importance of outdoor learning and provide regular opportunities for children to develop their physical skills through climbing, running and crawling.

Staff implement an inclusive curriculum and use assessment to identify what children know and what they need to learn next. This supports all children, including those with any barriers to their learning and/or wellbeing to access the curriculum and make progress. Babies develop their physical skills, using furniture and equipment to pull themselves up and begin to take steps. Staff support children to follow routines and engage in social times, such as mealtimes. However, as routines are newly established, some children require additional support to engage consistently and understand the whole routine.

Achievement: Expected standard

Leaders engage in training and workshops to strengthen their understanding of school readiness and support children's preparation for the next stage of learning. Children who face barriers to learning make good progress from their starting points. For example, children who initially found it difficult to interact with others now explore their environment with confidence and show increasing interest in social interactions.

Overall, children make secure progress and develop the skills they need for their next stage. Older children begin to recognise letters, including those in their own and their friends' names and start to write their names with increasing confidence. They follow daily routines more consistently and develop independence skills, such as serving meals and preparing their own snacks.

Practitioners support children to understand and manage their emotions. They model and label feelings and provide opportunities for children to talk about their daily experiences. As a result, children begin to recognise their emotions and respond appropriately.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote kindness and caring relationships throughout the setting. They support older children through small-group sessions that help to build self-esteem and confidence. Children show positive attitudes towards learning and engage well in a range of activities. For example, children spend time in the outdoor environment crushing coriander seeds before planting them. Children show keen interest and tell staff they have been doing this at home too. This helps children develop their understanding of the natural environment and how things grow.

Children generally behave well. Staff support children who find it difficult to regulate their emotions or display challenging behaviours. Practitioners help children to understand their feelings and encourage positive interactions with others. As a result, children are developing their social skills with others.

Staff have recently made changes to the daily routines. Therefore, some transitions remain challenging for children, such as mealtimes when some children struggle to sit for a duration of time. Leaders recognise this and continue to support staff to embed consistent and well-structured routines that help all children move smoothly between activities and feel secure throughout the day.

Children's welfare and wellbeing: Expected standard

Staff build strong relationships with families and create a safe, welcoming environment through an open-door approach. This encourages parents to engage confidently with staff and share information that supports children's wellbeing and development, including for those children who may face barriers to learning and/or wellbeing. Staff prioritise children's mental health and wellbeing through daily interactions and small-group sessions focused on building self-esteem and confidence. Children enjoy these sessions and confidently highlight what they love about themselves and others, for example sharing they like their friend's hair and their own skin colour. This promotes a positive sense of self.

Staff actively promote healthy lifestyles. They educate parents about healthy choices, including the impact of screen time, and implement a no-phone policy during arrivals. Staff provide healthy, balanced meals and encourage children to try new foods, helping children develop healthy habits. Children access outdoor learning daily, supporting their physical health, emotional wellbeing and development.

Leaders maintain robust safer sleeping procedures and ensure that staff keep up to date with current guidance and practice. Staff understand policies and procedures well because leaders review and re-issue them consistently. Leaders have recently adapted policies to include more visual prompts, helping practitioners remember key information and supporting newer staff during induction. As a result, children feel safe, secure and well supported within the setting.

Leadership and governance: Expected standard

Leaders demonstrate passion and commitment towards improving the setting and have a clear understanding of the community they serve. They value practitioners' wellbeing and encourage staff to share their views and opinions. Leaders use their strong knowledge of families to shape the support they provide and build positive relationships with parents. As a result, parents speak highly of the setting and appreciate the care and support their children receive.

Leaders work effectively with external professionals to ensure that children receive timely support. Staff make referrals promptly and engage positively with outside agencies to secure appropriate interventions for children and families. These partnerships help leaders and practitioners remain informed about current guidance and effective practice, which supports children's care, learning and development.

Some members of the team are new to their roles. Leaders recognise the importance of continuing to embed high expectations and providing ongoing training and support for staff. They identify areas for improvement appropriately and are beginning to develop a more consistent, shared understanding of the setting's vision and expectations. This ongoing support will help practitioners continue to strengthen practice and improve outcomes for all children.