The Nest Nursery Lime Tree

Inclusion: Expected standard

Leaders ensure a culture of inclusion across the setting. They work in partnership with parents, gathering information and engaging them fully in their children's learning. Leaders work in effective partnership with external agencies to ensure that children with special educational needs and/or disabilities (SEND) receive the support they need to make progress from their starting points. Leaders ensure that training is in place to support the special educational needs coordinator's professional development.

Staff use specialist equipment to ensure that children with complex needs can access the broad curriculum on offer. They prioritise children's physical needs and provide gentle, nurturing care routines. Staff typically use information gathered during observation and assessment to develop children's next steps. They regularly assess children's communication using a screening tool and then work in conjunction with the setting's speech and language therapist. She supports children's key people to develop targeted interventions for children experiencing communication delay. For example, staff use objects of reference to help children understand routines and transitions.

Leaders make effective use of additional funding for children who experience barriers to their learning, and staff typically make adjustments to the opportunities on offer. For example, where children are fascinated by pouring and sprinkling, staff ensure consistent access to sand and water play. While staff generally take a lead from children and effectively build on their interests and fascinations to help them make steady progress, they do not consistently extend interactions to ensure children achieve the best outcomes.

Curriculum and teaching: Expected standard

Leaders construct a curriculum that accurately reflects children's needs and interests. They support staff in implementing a well-sequenced curriculum that is engaging and promotes the use of authentic resources to extend children's experiences. An unhurried approach across the setting encourages children to get involved and supports their emotional wellbeing and sense of belonging. For example, babies develop the confidence to explore their learning environment because they can see their trusted, familiar adults at all times.

Children with special educational needs and/or disabilities are fascinated by large-scale sensory experiences. Staff support them to follow their fascinations, for example, scooping and sprinkling. This encourages children to remain engaged in play, which helps to build on what they already know and can do.

While staff provide varied opportunities for children to explore mathematical concepts such as pouring, weighing, and mixing, they do not yet consistently use mathematical language in context to further extend children's knowledge. Staff typically promote children's early literacy and foster a love of books, songs and stories. They talk with children about the story's characters, encouraging them to participate and share their ideas in small groups.

Staff encourage children to build their physical strength and manage risk as they balance on beams and make large-scale marks in the outdoor play space. This supports children to develop high levels of confidence in their physical skills and abilities. Children particularly enjoy climbing on and off the low-level hammock, which helps to successfully build their core strength.

On occasions, staff do not fully extend their interactions throughout continuous provision to promote children's learning to the highest level.

Achievement: Expected standard

Typically, children achieve well from their individual starting points, particularly in their independence and personal care. Children carry out daily tasks. They become increasingly independent as they set the table for lunch, serve their food at mealtimes and drink from open-top cups. This aids smoother transitions and ensures that children are prepared for the next stage of their learning.

Children generally develop as confident communicators. Those with special educational needs and/or disabilities, and children with barriers to their learning, use non-verbal communication to express their wishes and feelings.

Children become increasingly confident as they develop their physical skills. Older children enthusiastically join in adventurous learning opportunities at a local nature reserve, including drama, and retell their favourite stories.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established calm and consistent routines that help children understand what is expected of them. Staff use gentle, positive language to help children understand what is happening now and what will happen next. For children with special educational needs and/or disabilities, they offer further support through visual cues and resources. This helps children benefit from secure, well-embedded routines.

Leaders demonstrate a clear understanding of the importance of regular attendance. They work in partnership with parents to develop good habits for future learning. Leaders also identify and respond to risks associated with non-attendance, particularly for vulnerable children.

Children consistently behave well. They respond positively to clear expectations from staff and are well supported in making the right behaviour choices. Staff support children to understand how their actions impact others. For example, they demonstrate to very young children how to take turns with stacking rings and praise their positive interactions. Every interaction between staff and children is respectful and meaningful. Staff model language that helps children to develop positive relationships with both adults and children. Children develop the skills needed to take turns, organise their play and strengthen early friendships. For example, older children allocate roles to their friends in pretend play and negotiate the rules of their games. Children's social interactions contribute to a harmonious and friendly buzz across the setting.

Children's welfare and wellbeing: Strong standard

Leaders are committed to supporting children to live healthy lives. They have recently introduced nutritious zero-sugar menus to support children's understanding of healthy eating. These menus have been extremely well received by parents. Staff report that the new menus have also had a positive impact on how children are able to regulate their behaviour.

Care routines across this setting effectively promote children's understanding of their health and hygiene. Leaders support staff in understanding the importance of a nurturing, unhurried approach to children's personal care. The rhythm of the day ensures that time is taken to engage with babies and children in ways that strengthen their feelings of belonging and emotional security. Children develop resilience as they are consistently encouraged to take on tasks independently. Staff role model this and gently target support to meet children's individual needs. Staff sensitively draw children's attention to their physical needs, such as when their nose needs wiping or they need to use the bathroom. Where children with special educational needs and/or disabilities (SEND) require additional support, for example, at mealtimes, staff respect the importance of children's personal space and respond promptly to their non-verbal cues. This helps children with SEND feel consistently accepted and valued.

Staff get to know children extremely well when they first start attending, so they can tailor routines and care practices to meet their individual needs. Babies respond positively to staff's nurturing actions as they support them at mealtimes and when settling down to sleep.

Leadership and governance: Strong standard

Leaders are inspirational. They work together very effectively to identify the strengths of the setting and reflect on where they should focus their attention and support to drive improvement. For example, leaders acknowledge the need for ongoing work to ensure high-quality interactions and extend the use of mathematical language across all areas of the setting.

Leaders work closely with staff. In regular supervision sessions, staff respond positively to thoughts about how to address gaps in their knowledge and understanding, or to build their confidence. Leaders implement a quality training programme to ensure staff develop a secure understanding of the teaching approach across the setting.

Staff report that leaders are responsive and sensitive to their wellbeing and workload. They share that they feel valued across the setting and welcome the opportunities to participate in professional discussions and reflection during staff meetings. Staff respond positively to peer observations and can clearly see the positive impact this has on their relationships with the children in their care.

Leaders demonstrate a high level of commitment to children with special educational needs and/or disabilities, as well as to those with other barriers to their learning. They work in close partnership with external agencies to ensure children's needs are prioritised, helping them thrive and reach their potential. Where parent engagement is less well established, staff consistently persevere to promote the physical and emotional wellbeing of all children.