The White House Nursery

Inclusion: Expected standard

Leaders and staff create effective plans that support the development of children with special educational needs and/or disabilities (SEND). Staff identify emerging needs promptly through focused observation, particularly in areas such as communication, social interaction or physical development. When concerns arise, staff work collaboratively to create plans that ensure consistency in teaching and subsequent progress for the child. These plans are evaluated regularly and adapted accordingly, with parents involved at every stage. Leaders use additional funding purposefully to enhance the progress of children who qualify, directing it towards targeted resources that strengthen the areas of need highlighted.

Leaders and staff seek support from other agencies to help them to plan effectively for children with SEND to ensure that they receive the support they need. This includes referrals to other agencies that can support children and their families in moving forward.

All staff are clear on how to differentiate learning to support children's individual needs. Staff use well-chosen strategies, such as simple signing, prompts and sensory tools, to help children with SEND follow routines and take part in shared activities. These adaptations support children to regulate their feelings and stay engaged.

Curriculum and teaching: Expected standard

Leaders provide a curriculum that holistically supports all areas of children's learning and development. Staff use their frequent observations to check what children know and identify where they may benefit from additional support. Staff are effective at extending children's interests to build on what children can do. For example, children who enjoy physical activity are supported to make their own obstacle course and learn about balancing techniques. Staff provide opportunities to support children to strengthen their hand muscles in readiness for early mark making. For example, children practise squeezing tweezers and controlling the movement of small objects. All children make progress in their physical development.

Teaching children to communicate and develop their language skills is a priority for all staff. Babies and younger children hear many stories, songs and rhymes. Staff describe and narrate actions and activities in the room as children are immersed in language. Older children benefit from challenging questions to help them think and learn how to join in conversations. However, on occasion, the quality of interactions between staff and children can differ. For example, some staff ask children lots of questions but do not always check on the response given. As a result, incorrect answers are stated to be correct, which gives the children the wrong understanding. This does not always ensure that children consistently deepen their thinking or fully extend their learning.

The curriculum is planned to offer children a breadth of different learning opportunities. For example, children benefit from different classes delivered in the nursery, such as phonics, sound therapy and sports. Alongside a range of activities prepared by staff, children remain busy and enjoy their time spent in this nursery.

Achievement: Expected standard

Children are supported to learn new skills and are also offered opportunities to practise and master what they can already do. Everyone, including those children who face barriers to their learning, is well supported.

Physical development is a focus of the nursery, and the environment provided enables this well. Babies are supported to develop their emerging physical skills. For example, they use purposefully placed low-level furniture to pull themselves up to standing. Older children create obstacle courses and balance with careful consideration under the support of staff.

Across the nursery, children independently access resources, lead their own play and express their needs. Children show that they are confident to share their ideas with staff. Children enjoy these interactions and gain high levels of confidence and self-esteem.

Older children take turns and share wonderfully well. They sit quietly during circle time and enjoy stories and songs. Older children begin to develop their early reading and writing skills. For instance, they use their fingers and large movements to trace the shape of letters, developing foundation skills for early writing. Children of all ages enjoy age-appropriate learning opportunities. For instance, babies and younger children learn to hold cups and feed themselves with spoons that are easier to manage. Older children progress to using a knife and fork at mealtimes to refine their fine motor and self-help skills.

Behaviour, attitudes and establishing routines: Strong standard

Children behave extremely well. They play very well together, take turns with patience and keenly share their toys with each other. Children are polite and kind because staff set clear expectations for behaviour. For example, during mealtimes, staff consistently teach good manners, encouraging children to say 'please' and 'thank you' when given food or drink. Children then repeat this naturally in general play. This consistent and age-appropriate modelling sensitively supports children to understand the expectations of the nursery.

Leaders, staff and children share warm, caring relationships. Babies enjoy cuddles with staff when they feel unsure or tired. As a result, all children settle quickly. Routines for snack and dinner times show a continuation of the excellent attitude children exhibit. They sit beautifully, use manners and independently access food and drink. They are resilient as they use utensils to handle the food. Staff and children have lovely conversations about their day and their achievements so far. Staff are aware of guidance about safer eating. For example, staff ensure that they are sitting with children during mealtimes and that they consistently supervise them. Children feel valued, cared for and motivated to try more.

Music, songs and conversation fill the nursery, reflecting these positive relationships. These experiences support children to develop confidence and learn to be caring and patient with others. Leaders work proactively every day to ensure that children attend regularly. Staff work in partnership with parents to help them understand the importance of good attendance and punctuality. Parents say they understand and value the nursery's work. As a result, children attend regularly, settle quickly and benefit from the well-established routines.

Children's welfare and wellbeing: Strong standard

Leaders and staff positively support children's personal development and wellbeing. They have a deep understanding of children's emotional needs. Children benefit from regular yoga and sound therapy activities. Children practise techniques that help them stay relaxed and calm. Enhancements have been made to the sensory room for older children. Children seek out this space independently, learning to recognise when they need time away from the busier environment. As a result, all children can self-regulate effectively.

Everyone's happiness and welfare are at the heart of the nursery's ethos. Leaders understand that positive relationships and attachments are key to children's emotional security. Transitions between rooms are managed with great care and patience. Children show resilience as they adapt to new surroundings and perform more complex tasks. They settle quickly and develop strong attachments with staff. Parents value collaborating in this process. Relationships with peers are built on respect, sharing and kindness. Staff have strong knowledge of safer sleep guidelines. Sleeping children are positioned correctly on individual beds and are frequently checked while the temperature is also monitored. This is consistent across all rooms.

Leadership and governance: Expected standard

Leaders have an effective attitude towards self-evaluation, reflection and improvement. Leaders have created a dedicated team with prior experience of the nursery and its surroundings to support them in their decision-making. This support helps leaders to celebrate what they do well and highlight areas to improve. Leaders act swiftly in the best interests of children and work effectively with families and agencies. This ensures that all children receive targeted and timely support to help make progress in their learning.

Leaders have a secure understanding of the strengths of the nursery and areas they wish to develop further. For example, due to the success of the outside areas in the development of physical skills, the nursery is looking to provide canopy cover for more access in adverse weather.

Parents are happy with the care and learning their children receive. They feel that leaders and staff provide many opportunities for collaborative working. This enables parents to be fully involved in their child's learning. Leaders have oversight of the day-to-day practice throughout the nursery because they are regularly in the rooms. They have an open-door policy for all staff to come to talk and offer formal supervision meetings each term. This is an opportunity to discuss professional practice, and staff comment that they value these meetings with leaders. Staff wellbeing is high, with staff members reporting that they feel fully supported and really enjoy working there. Staff attend online training courses to develop their skills and knowledge.