The Lime Trees at Bramton Cortonwood Infant School

Inclusion: Strong standard

Leaders and staff work tirelessly to promote an open and positive culture of inclusion. Leaders understand the context of the community and support staff effectively. Staff are skilful at identifying, assessing and meeting the emerging needs of children, particularly those with special educational needs and disabilities (SEND), those from disadvantaged backgrounds and children known, or previously known, to social care. Staff create plans for children's learning and review progress regularly so that they can assess the impact of the interventions they provide.

Staff are dedicated to children and families. They build close, reciprocal relationships with carers so that all children and families are included and barriers to learning are reduced. They make prompt referrals, monitor progress and signpost parents to additional services, such as support groups and meetings. Parents value this help and say that they trust staff and can share information freely.

Staff have a deep knowledge of the family support services available, SEND requirements and strategies for children who speak English as an additional language (EAL). Staff take time to learn words and songs in children's home languages so that children with EAL feel valued and settle quickly.

Staff work closely with other professionals and the host school. For example, health visitors hold a weekly session on site where they build relationships within the community, share information and provide guidance for staff and parents. Teachers are welcomed into the setting and make weekly visits so that they can learn about children and get to know them. As a result, transitions to school are smooth.

All children are included and make consistent progress from their starting points, particularly those with SEND and those from disadvantaged backgrounds. As a result, barriers to learning and wellbeing are reduced and children participate fully in the life of the setting.

Curriculum and teaching: Strong standard

Leaders have created an ambitious curriculum that is adapted to meet the needs of each child. Staff identify children's next steps in learning so that teaching is focused and effective.

Teaching is highly effective. Staff focus on the prime areas of learning as children settle and learn to enjoy, participate and communicate. Staff are knowledgeable about individual children, particularly those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language (EAL). Staff are interested in children and their families so that interactions are authentic and meaningful. As a result, children have a sense of belonging and feel valued.

Communication and language are particular strengths. Children use language well and have opportunities to express their ideas, interests and feelings. Staff give children time to listen, process information and respond.

Staff plan for learning carefully. They keep records of children's interactions so that they can monitor progress and review the impact of repeated activities. Staff use songs, rhymes and repetition to support learning and the development of language. They speak clearly, model language effectively and use sign language so that even the youngest children and those with SEND and/or EAL understand what is happening now and what will happen next. Staff sit alongside children and adapt to suit the mood and needs of individual children. As a result, children enjoy group sessions and are eager to join in. Staff playfully introduce props as they read a focused story. Children gleefully call out key phrases and learn new vocabulary, such as 'telescope'. Staff encourage children to listen, count on their fingers, practise unfamiliar words and take turns as they look for the shark in the park. Staff give children specific praise so that they understand what they are being praised for and feel valued.

Staff observe children and speak with parents daily. They recognise children's interests and strengths and skilfully extend activities so that children remain challenged and engaged. Staff share learning packs and ideas with parents to promote continuity and learning at home.

Achievement: Strong standard

All children are making consistent progress from their starting points. Staff are knowledgeable about individual children and adapt to meet their needs, particularly those of children with special educational needs and/or disabilities, those who speak English as an additional language, and children known (or previously known) to children's social care.

Staff care about individual children and are deployed exceptionally well so that all children are consistently involved in language, play and learning. They use songs and rhymes to encourage children to join in interactions. As a result, children demonstrate high levels of confidence and develop positive attitudes to learning. Staff monitor progress carefully so that they can identify experiences and approaches that have the greatest impact. They share information with other professionals and carers and celebrate children's achievements.

Staff collaborate closely with the host school to support smooth and well-informed transitions. Teachers visit regularly to learn about children and get to know them. As a result, transitions are carefully planned and all children are well prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff are consistent and kind. They have embedded a calm, structured and stimulating environment for children. Staff build close bonds with children and their families. As a result, children feel valued and know what to expect. Staff have established routines and are consistent in their approach so that children feel safe and understand what is happening now and next. As a result, children have confidence in their abilities and the freedom to explore and learn.

Behaviour is excellent. Children show they feel safe as they enjoy developing independence. They learn to take turns and help each other. Staff speak clearly and give children time to process information, make decisions and exercise choice. For example, children decide which bin to put food waste in. Staff give specific praise so that learning is reinforced and children are eager to learn and achieve.

Children enjoy group sessions where they learn about each other and the natural world. Staff model positive behaviour. Children listen, take turns and share resources. Staff sit alongside children so that they can support them effectively, particularly those with special educational needs and/or disabilities.

Staff monitor attendance closely and follow up absence promptly because they recognise the importance of consistency. Leaders adapt to meet the needs of families and their working patterns. Staff work hard to ensure that children are settled, happy and make positive progress from their emotional starting points.

Children's welfare and wellbeing: Strong standard

Children and families develop secure and responsive relationships with staff. They are greeted each day and staff give them time, support and empathy. This promotes their wellbeing. Parents say that they know staff well and appreciate the 'endless' support and guidance they receive.

Leaders and staff have implemented a framework that supports children and families to thrive. Children and staff feel part of a community of care where everyone is valued and supported. Staff recognise the impact of the setting's empathetic ethos as children develop a sense of belonging and self-belief.

Staff take the time to know every child and their family. They show empathy and work collaboratively to offer support and kindness. Staff have established clear routines so that children know what is happening now and next. Children start the day in small groups, listening to stories and exploring sensory experiences, such as rolling play dough. Staff sit alongside children as they settle. As a result, children feel safe and develop a strong sense of wellbeing.

Children sit together and enjoy the social aspects of mealtimes. Staff monitor allergies and dietary preferences and teach children about healthy choices. They share information with parents about healthy eating to promote good health and nutrition. Children develop independence as they learn to do things for themselves, such as pouring drinks. Staff adapt to meet individual needs. They place equipment on the drainer so that even the youngest children can practise pouring.

Children have opportunities to develop physical skills through outdoor play. They learn to put on coats and shoes and enjoy playing in the rain. Children develop confidence and self-belief as they calmly recover from trips and falls. Staff teach children to recognise, express and manage their emotions. Children explore feelings such as 'sadness' and 'nervousness'. Staff skilfully use stories to engage children. During circle time, children are captivated by a dragon who invites them to talk about how they feel. Children treat the dragon with tenderness as they take turns to cradle the toy and share their feelings. Staff interpret and adapt questions so that all children are included. Interactions are meaningful and authentic as children think and respond.

Leadership and governance: Strong standard

Changes to the leadership of the setting have led to improvements in opportunities for professional development, the review of staff performance and the identification of areas for further development.

Leaders and staff take effective action to identify and implement support for children and families. They prioritise staff wellbeing and recognise the effort and commitment of staff. Leaders use additional funding to employ extra staff and purchase resources for children with emerging special educational needs and/or disabilities. This includes sensory resources that help children learn to regulate their emotions.

Leaders have established effective policies that are reviewed regularly. They implement safe recruitment practices and support staff through appraisal and supervision meetings, where they identify staff needs, interests and aspirations. Leaders offer specialist guidance and value the strengths of staff and their commitment to continual improvement.

Leaders and staff are committed to improving the lives of young children through high-quality care, support and teaching. Staff are proud of their achievements and access training through the company, as well as additional professional development opportunities, so that they continue to improve their practice. Recent examples include yoga for children and accredited special educational needs and/or disabilities training.

Leaders and staff are empathetic. They go above and beyond to build partnerships with families. They have exceptionally strong relationships with other professionals and the host school so that children and families receive coordinated support and transitions to school are smooth. This includes on-site health visitor sessions and regular visits from teachers.

Leaders recognise the importance of consistent attendance. Registers are accurate and absence is followed up promptly, ensuring that any patterns of non-attendance are quickly identified and addressed. As a result, children benefit from continuity in their learning and develop secure relationships with staff, supporting their progress and sense of belonging.