The Old School House Nursery Aldridge

Inclusion: Strong standard

Leaders place inclusion at the centre of practice and ensure that every child receives the support they need to achieve their potential. Staff access specialist training and coaching to develop their understanding of special educational needs and/or disabilities, enabling them to respond effectively to individual needs. The setting prioritises early identification through clear assessment and information-gathering procedures. During induction, staff work closely with parents and carers. They gather valuable information and observe children to establish their current stage of development and identify any barriers to learning.

Leaders and staff create personalised plans with clear targets that support progress from each child's starting points. They review these plans regularly and collaborate with families to complete documentation and referrals when additional support from external professionals is required. Staff implement recommendations from specialist services and monitor outcomes carefully to ensure that children continue to make progress.

The setting uses adaptations, targeted resources and visual supports, including 'Now and Next' boards, which help children understand routines and expectations. The learning environment, furniture and resources meet the needs of children across different ages and stages of development. Plans for a new building further demonstrate the commitment to inclusion by providing accessible spaces that accommodate individual needs. Leaders also use additional funding strategically to purchase resources that promote development, both within the setting and at home.

Curriculum and teaching: Expected standard

Leaders have established a clear curriculum that reflects the needs and interests of children and supports their development across all areas of learning. Staff access training so that they understand the curriculum intent and generally implement it effectively. Staff work collaboratively to plan experiences that build on children's interests, prior learning and individual next steps. As a result, children, including those with special educational needs and/or disabilities, make progress that is appropriate to their age and stage of development.

The curriculum places emphasis on physical skills and personal, social and emotional development. Staff provide opportunities for children to develop coordination, balance and control through outdoor play and physical challenges. They also foster secure relationships that help children recognise, express and manage their emotions. Leaders further enrich the curriculum through specialist experiences, including yoga, sports and Spanish sessions.

Communication and language are a key intent of the curriculum. Stories, songs and rhymes feature throughout the daily routine and generally support children's listening and language skills. Staff model vocabulary, comment on children's experiences and use discussion and questioning to promote thinking. However, the quality of interactions is not yet consistent across all rooms and staff. Consequently, some children do not benefit fully from opportunities to develop their vocabulary, communication skills and engagement in learning.

Early mathematics is not yet as effective as other areas. While children develop counting and number skills, opportunities for other areas of mathematics are limited. Leaders acknowledge that focused training is required to support staff knowledge of wider mathematical concepts to ensure that they are taught with greater depth and consistency.

Achievement: Expected standard

Children engage positively in their learning and form secure attachments with staff, which supports their emotional wellbeing and confidence. As they move through the nursery, they explore the environment and resources with increasing independence. Staff encourage children to develop self-help skills and take responsibility for everyday tasks. This is evident during mealtimes, where babies learn to feed themselves, toddlers pour their own drinks and serve food, and pre-school children independently collect meals, serve themselves and manage their drinks.

Children demonstrate enthusiasm for stories, songs and rhymes, joining in with familiar phrases and developing their listening and communication skills. They use their imaginations creatively during play and apply their learning across a range of experiences.

Children typically make progress from their starting points across all areas of learning. This includes children with special educational needs and/or disabilities and those facing additional barriers to learning or wellbeing. However, some children continue to have gaps in aspects of mathematical learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff establish clear routines that provide children with consistency and security throughout the day. Children understand these routines and move confidently between activities and daily events. Staff use visual boards consistently across the setting, helping children anticipate what will happen next and supporting their understanding of the daily routine. As a result, children confidently discuss upcoming activities and demonstrate a sense of belonging within the nursery environment.

Staff implement a consistent approach to behaviour management that reflects the needs of children at different ages and stages of development. They set clear expectations and use praise effectively to recognise effort, achievements and positive choices. This approach helps children develop self-confidence, cooperate with others and engage positively in their learning and play.

The setting incorporates enrichment activities into daily routines and adapts these experiences to ensure that all children can participate fully, regardless of their age, stage of development or individual needs. Secure attachments further support children's emotional wellbeing and engagement. Consequently, children approach learning with confidence, curiosity and enthusiasm, readily exploring their environment and sharing their experiences with others.

Leaders promote attendance effectively through clear policies and procedures. Staff understand and implement these consistently, supporting regular attendance and continuity in children's learning and development.

Children's welfare and wellbeing: Expected standard

Leaders and staff implement effective systems that promote children's wellbeing and welfare throughout the setting. Leaders have a clear understanding of the local community and the needs of families, which enables them to provide targeted support and create an inclusive environment. An effective key-worker system helps children form secure attachments, supporting their emotional wellbeing and sense of security. Staff respond sensitively to children's needs and help them develop strategies to regulate their emotions.

Staff promote physical development through daily access to outdoor play and large indoor spaces, encouraging movement and exploration. Children will benefit further from the expanded outdoor area, once the building project is complete. Enhancements, including yoga sessions and sports coaches, further support children's physical development while promoting emotional wellbeing, confidence and resilience. Leaders encourage healthy lifestyles through well-organised snack and mealtime routines. Children enjoy fresh fruit, vegetables and home-cooked meals, prepared by an on-site chef. Clear procedures identify allergens and manage allergies and ensure that staff receive accurate information to keep children safe.

Children develop increasing independence during mealtimes. Younger children pour their own drinks, while older children serve themselves at lunchtime, demonstrating clear progression in their self-help skills. Staff work closely with parents and carers to maintain consistent routines for sleeping, feeding and weaning. These practices help children feel safe, respected and confident. Most children manage hygiene routines independently. However, this is not always promoted consistently by all staff.

Leadership and governance: Expected standard

Leaders generally demonstrate a clear understanding of the setting's strengths and areas for development. They regularly reflect on practice, evaluate provision and take purposeful action to drive continuous improvement. Leaders hold high aspirations for all children and ensure that assessment information identifies barriers to learning early, enabling staff to meet children's individual needs from the outset.

Leaders establish clear policies and procedures that support the effective management of the nursery. They provide a structured induction programme for new staff, which includes an induction plan and knowledge quizzes to check understanding of key information and expectations. Leaders also maintain a clear supervision system that supports accountability, professional dialogue and continuous development.

Professional development remains a priority. Leaders provide training opportunities and monitor their impact on practice to ensure that staff apply new knowledge effectively. Partnership working across the nursery group enables leaders and staff to share expertise, policies and successful approaches. Leaders recognise the needs and interests of children and ensure that the curriculum remains broad, engaging and enriched through regular enhancements.

Leaders give staff wellbeing careful consideration. They provide time and support for staff to complete administrative tasks, carry out wellbeing checks and offer access to additional support where needed. Reward systems acknowledge staff contributions. Although systems, procedures and policies are in place, not all staff implement them consistently. This inconsistency results in variations in practice, meaning that some children do not consistently receive the highest-quality opportunities for interaction. Parents and carers value the setting and appreciate the care and support their children receive. Leaders also promote regular attendance effectively.