The Nest in Laughton, part of Ripe Nursery School

Inclusion: Strong standard

Leaders have created highly effective systems to ensure children's needs are identified quickly. For example, all staff who join the setting complete training on how babies and young children develop, and how best to support them. This means they recognise when children may need additional help to make progress. Alongside settling sessions and careful observations, staff arrange supportive home visits, where they get to know children well and have in-depth discussions with families about routines, interests and individual needs.

Teamwork is prioritised. Staff regularly discuss observations and assessments, using their shared expertise to create tailored strategies that support children's development and wellbeing. They work closely with families to ensure these approaches are understood. For instance, staff use signing to support children's understanding and communication, and leaders ensure that children with special educational needs and/or disabilities receive one-to-one support when needed.

Staff work with outside agencies, such as community nurses, speech and language professionals and occupational therapists, to gain further advice and strengthen the support they provide.

Staff are highly reflective in their approach, reviewing the impact of strategies and adapting them when needed. This ensures all children continue to make excellent progress and are well supported.

Curriculum and teaching: Strong standard

Leaders have a clear, ambitious view of the curriculum and teaching in the setting. They maintain a visible presence, modelling high-quality practice, observing and supporting staff to teach the curriculum well. New staff complete baby training so they understand how babies develop and learn. With this expertise, staff work closely with parents and carefully observe babies and young children to assess what they know and can do. This ensures that activities and daily routines are carefully planned and sequenced to support children's different stages of learning and development.

All 7 areas of learning are promoted, with a focus on the prime areas. Staff understand the importance of nurturing, trusting relationships to develop children's emotional security. They create a sense of belonging through photos displayed around the room and family photo books for children to share.

Staff build on children's interests and provide sensory experiences that support physical development, collaboration and early communication. Children engage excitedly with activities, such as taking turns in the soft-play ball pit, moulding play dough in the outdoor kitchen or exploring herbs frozen in ice. These experiences develop children's social skills, imagination and understanding of the world.

Interactions are of a consistent high quality. For example, staff join children at their level, narrate play, label objects, introduce new vocabulary and recast words to support clear speech. They use signing to support all children, including those with special educational needs and/or disabilities, to understand and communicate. They weave songs and stories throughout the day, supporting routines, language and a love of books. Mathematical learning is supported in everyday play. For example, while lifting a log in the garden, staff support children to count the woodlice and worms they find.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, or those with other barriers to their learning or wellbeing, make rapid progress from their starting points. Children make excellent progress with their communication and language. Children voice their needs, play and interact confidently with staff throughout the day. They enjoy joining in with regular songs and story times that further support their speech and language.

Children develop independence through daily routines, such as learning to clean and wash their hands, using a fork at mealtimes and choosing where they would like to play. They move confidently around the setting, are curious about the world around them and show high levels of engagement. These positive learning behaviours prepare them well for the next stage in their learning and development.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff ensure that children experience a calm and predictable environment. Routines and transitions are planned carefully so children know what is happening next, remain settled and engaged in their play. For example, children join in eagerly with singing nursery rhymes and listening to stories before moving on to the next activity. They show focus and independence as they take turns to make bubbles with large bubble wands.

Staff build warm, trusting relationships with children, creating a sense of belonging, where children feel valued and well cared for. Their baby training gives them a secure understanding of developmental stages, enabling them to tailor their approach so expectations are age-appropriate.

Staff consistently model positive behaviour, such as interacting kindly, using please and thank you and supporting children to share and take turns. This strengthens children's social skills, and younger children often show these behaviours independently in their play. When children need help with social interactions, staff respond quickly with warmth and understanding, using effective strategies, such as gentle redirection. These inclusive approaches ensure all children, including those who face barriers to their learning or wellbeing, are well supported, feel secure and develop positive attitudes to learning.

Leaders and staff promote the importance of attendance well with families, ensuring children attend regularly and benefit fully from the learning and routines in the setting.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a core priority, with leaders ensuring all staff understand how to support them effectively. For example, all staff complete training so they can recognise children's developmental needs and provide age-appropriate care.

Staff invest time in getting to know children and their families consistently well. They form nurturing, secure bonds with children, who enjoy comforting interactions throughout the day. Staff organise activities, such as home visits, flexible settling sessions and family centred days. Daily check ins at the door, weekly online journal updates and termly meetings help to create excellent partnerships between home and nursery. These approaches support children to settle quickly, feel safe and develop a deep sense of happiness and security in the setting.

The environment is designed to promote belonging and calm. For example, children enjoy looking at photos of themselves displayed around the room or sharing their family books with staff. Soft lighting, natural materials and calming music help create a sense of safety and wellbeing.

Staff help children develop healthy habits through activities, such as modelling and supporting handwashing. They share healthy food advice with families and talk about healthy choices with children during snack and mealtimes. As well as regular trips out to local parks, fields and the village shop, children benefit from a wide range of indoor and outdoor activities. This supports their physical development, enriches their experiences and deepens their understanding of the world around them.

Leadership and governance: Strong standard

Leaders show purpose and commitment to ensuring that all children achieve, thrive and belong. Their reflective and collaborative approach guide their decisions. They work closely with families, staff and external agencies to ensure every child receives the support they need.

The visible presence of leaders and culture of continuous improvement ensures staff feel guided and valued. Leaders support staff to develop the knowledge and expertise required to support all babies and young children, including those with special educational needs and/or disabilities, or barriers to their learning and wellbeing. Staff are encouraged to pursue further learning, such as baby sleep development and schemas training, which deepens their understanding of how young children learn.

Governors work incredibly well in partnership with leaders to reduce workload, promote staff wellbeing and strengthen staff expertise. They invest in high-quality resources that enhance children's learning and are committed to continually improving their offer for families and the local community, as well as ensuring that any new decisions place staff wellbeing with high importance.

Community engagement is key to the setting's vision. Strong links with the local school, village shop and wider community help to broaden children's understanding of the world around them. Leaders also contribute to a pre-school networking hub, leading meetings and sharing effective practice with other nurseries.

Partnerships with parents are extremely well established. For instance, they organise home visits, daily conversations, termly meetings and family events that help parents feel supported and a part of the nursery community. Families are very positive about the communication they receive and how well leaders and staff work with them.