The Nursery School Company Storrington

Inclusion: Strong standard

Leaders create an inclusive culture where they identify and respond to children's individual needs. They know children and families well. They use observations, discussions with parents and ongoing assessment to identify emerging needs. They put appropriate support and adaptations in place promptly.

Practitioners adapt experiences so that children with additional needs or other barriers can take part fully. Individual plans and one-page profiles give staff clear information about how to support children consistently. Leaders review support with parents and change strategies when children's needs change. They work with speech and language services, the Child Development Centre and other professionals to secure specialist advice. They continue to pursue support when there are delays.

Leaders use children's individual circumstances to promote inclusion. Children who speak English as an additional language can access books and information in their home languages. Practitioners use visual support, adapted routines and carefully planned transitions to meet children's needs. Leaders also use early years pupil premium funding to provide additional experiences and resources, such as trips and sports opportunities. They consider how these experiences improve children's confidence, communication and participation.

Curriculum and teaching: Expected standard

Leaders and staff understand the curriculum and have high aspirations for children. The curriculum builds children's knowledge and skills as they move through the rooms. Communication and language and independence are clear priorities. Staff develop mathematical learning through everyday experiences and focused teaching. Children learn mathematical language and use it in meaningful contexts. A dedicated curriculum lead supports staff and brings strong pedagogical knowledge and experience.

Children enjoy a wide range of experiences. These include forest school and visits to the beach, a sea life centre, the library and local businesses, such as the local fishmonger. These experiences broaden children's knowledge, vocabulary and understanding of the world. Books are part of everyday life. Children choose a book from their bedtime box and share it with a practitioner before their nap. Babies turn the pages and handle books with care. Staff provide books outdoors and link them to children's learning. Staff know children well and use their interests to engage them. They talk with children during play, introduce new vocabulary and encourage children to share their ideas. For example, children talk about crabs and use the word 'pincer' during an activity linked to a story. They also handled a real crab from the local fishmonger. Staff use daily routines to develop children's independence. In the baby room, children find their own shoes and hats.

Leaders recognise that the nursery's growth has created a need for greater consistency in teaching. They provide training, peer support and opportunities for staff to reflect on their practice. However, this work is not yet fully embedded. Staff do not always respond in the moment to extend children's thinking and learning. As a result, some opportunities to extend children's learning are missed. Leaders have adjusted staffing and provide targeted support to less experienced practitioners. They recognise that consistent teaching is important to ensure that all children achieve well.

Achievement: Strong standard

Children make strong progress from their individual starting points. They develop knowledge, skills and understanding across the areas of learning. Communication and language is a clear strength. Children develop their vocabulary through conversations, stories, songs and experiences that encourage them to talk about what they know and remember. For example, pre-school children discuss different sea animals and use the word 'habitat' correctly. One-year-old children recognise and name farm animals. In the baby room, practitioners respond well to children's non-verbal communication and model simple signals to support their communication. Children develop early mathematical knowledge through routines, play and focused teaching. They count, compare and use mathematical language in meaningful contexts. Children develop their physical skills through outdoor play, where they move, climb and explore. They also become increasingly independent as they manage personal care, use cups and cutlery, put on their shoes and take responsibility for themselves.

Children with special educational needs and/or disabilities or other barriers to learning receive prompt support. Leaders identify needs early and work closely with families and other professionals to provide appropriate support. They review this support and consider its impact. Leaders use additional funding purposefully to meet individual needs. For example, they provide access to trips and resources linked to children's interests. This helps children broaden their knowledge, develop confidence and participate fully in the setting. Children develop the knowledge, skills and independence they need for their next stage. Leaders work closely with local schools to support transitions and understand the expectations for children as they move on. Local schools report that children are well prepared for school and eager to learn.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive attitudes to learning in this calm and nurturing setting. They form positive relationships with adults and other children. They seek reassurance and support when they need it. Children engage in play, explore their environment and increasingly sustain their involvement in activities. Familiar routines help children understand what is expected of them. However, staff do not always explain why some behaviours are not acceptable. As a result, some children possibly do not fully understand why they need to change their behaviour or follow a particular expectation.

Children participate confidently in mealtimes, personal care and transitions. They develop independence over time. Babies use open cups at mealtimes, while older children serve their own food. Staff model positive relationships and help children cooperate, share and take turns. They encourage children to use polite language and understand how their actions affect others. Staff recognise when children need additional support with communication, emotional regulation or transitions. They adapt their approach to meet children's individual needs. As a result, children develop confidence, independence and the skills to participate positively in the setting.

Leaders promote regular attendance through positive relationships with families. They communicate closely with parents about children's needs and make appropriate adjustments to routines when needed. This helps children build familiarity with the setting and its routines.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are central to the care provided. Practitioners build warm and responsive relationships with children. They know children's individual preferences, routines and needs well. Babies and younger children seek comfort from familiar adults. Practitioners respond sensitively to children's emotional and physical cues.

Children develop independence through everyday care routines. They wipe their own faces and take part in their personal care. Practitioners consistently model consent during care routines, including nappy changes and physical support. Mealtimes provide opportunities for children to develop social skills and talk with adults and their peers. Younger children can continue their play until they are ready to eat. In pre-school, children sit together and talk about their day.

Leaders and practitioners understand children's individual sleep needs and respond to signs of tiredness. They work closely with families to understand feeding and weaning needs and manage dietary and allergy requirements. Children have daily opportunities for physical activity and outdoor play. They use the extensive outdoor area, including covered sand and play spaces. Practitioners help children recognise and express their emotions. Emotional literacy forms part of the curriculum. They provide reassurance when children become unsettled. Leaders support newer practitioners and apprentices to build secure relationships with children. They adapt care routines and experiences for children who need additional support. As a result, children feel secure and develop confidence and independence.

Leadership and governance: Strong standard

Leaders have a clear vision for the nursery and have high expectations for children and staff. They know the setting well and understand its strengths and areas for development. Leaders use their knowledge of children, families and staff to make decisions that support children's care, learning and wellbeing. They have established clear roles and responsibilities and provide staff with appropriate support and guidance.

Leaders prioritise safeguarding, inclusion and children's wellbeing. They work closely with families and other professionals to respond to children's individual needs. They monitor the use of additional funding and consider the difference this makes to children. Leaders also recognise the importance of staff development. They provide training, peer support and opportunities for staff to reflect on their practice. They have adjusted staffing and provided additional support as the nursery has grown.

Leaders recognise that further work is needed to ensure greater consistency across the staff team. They have identified the quality of interactions and support for children's behaviour as areas for development. Leaders have taken action to address these areas, including targeted support for less experienced staff. Although this work is not yet fully embedded, leaders understand the need to maintain consistent practice as the nursery continues to grow and are fully committed to improving these areas.