The Willow Tree Private Nursery

Inclusion: Expected standard

Leaders use funding, such as early years pupil premium, to support children's individual learning needs. For example, they purchase appropriate resources and enhance staff training to support all children, including those with special educational needs and/or disabilities (SEND) and those known to children's social care.

Leaders and staff work in partnership with parents. They provide updates about their child's progress and share ideas for learning at home. Staff typically gather information regarding children's culture and the languages spoken in the home. This inclusive approach helps children and families feel valued.

Staff gather information from parents and use their own observations and assessments to establish children's starting points. Ongoing assessments identify where there may be gaps in a child's development, and staff use this information to plan appropriate support. Staff attend relevant training to support their interactions with all children, including those with SEND and those known to children's social care.

Curriculum and teaching: Expected standard

Leaders and staff implement an educational approach that focuses on child-led learning. Staff know children's starting points and what they need to learn next. This allows them to interact with children and extend their learning.

However, the planning of the outdoor environment for young children is not as robust as indoors. For instance, young children sit in an empty sand pit. This limits interactions from staff to extend children's sensory exploration in the moment. Staff use specific strategies for children with special educational needs and/or disabilities, such as ready, steady, go games.

Staff typically promote children's communication and literacy skills. They use signs for babies to copy as they say words such as 'please', 'thank you' and 'more'. Staff promote children's enjoyment and love of books across all age ranges. This includes frequent opportunities for shared reading. However, more consideration needs to be given to support young children who speak English as an additional language, particularly their understanding of words when they play outdoors.

Staff implement sequential mathematical learning that builds on what children already know and can do. For example, babies hear staff count as they make marks with chalk on the tuff tray. Young children independently count 'one, two, three'. Pre-school children see what happens as they channel water through pieces of guttering and talk about speed.

Achievement: Expected standard

Typically, children are eager to learn and make appropriate progress from their starting points across all areas of the curriculum. Babies demonstrate their growing strength, coordination and positional awareness through crawling and play with both objects and adults. Young children know what physical risks they are confident with and are able to take. They climb apparatus unaided and stop if they do not feel safe. Children enjoy books, which establishes a positive start to their literacy development.

Pre-school children demonstrate how they can sustain focus in activities and show pride in their achievements. For example, they proudly show off their caterpillar and writing skills. Pre-school children demonstrate their physical development as they make pancakes from play dough and natural materials. Children become increasingly confident.

Quiet spaces support all children, including those with special educational needs and/or disabilities, to learn to regulate their behaviour and play alongside others. Children behave well and learn to participate and build relationships with their peers. They are prepared for the wider social network of school and movement between rooms when the time comes.

Behaviour, attitudes and establishing routines: Expected standard

Leaders typically support parents to understand the importance of their child's attendance at nursery. There are effective systems in place to follow up on absences and to analyse any patterns and trends, especially for those children known or previously known to children's social care.

Leaders and staff have recently moved the pre-school room to offer more space to all children, including those with special educational needs and/or disabilities (SEND). Quiet space within the room has helped staff to support children with SEND further to regulate their own behaviour. Children with SEND show a sense of calm and confidence. Parents of children with SEND also report changes to their children's tolerance of being closer to other children as they play. Children show positive attitudes to their learning as they maintain good levels of engagement and concentration during activities.

Children develop personal, social and emotional skills. They behave well and play nicely together. Children learn to wait and share apparatus. For example, young children take turns to use the small climbing frame outdoors. Staff develop children's sense of responsibility and membership of a community. They give young children appropriate tasks to carry out. For example, young children give out cutlery to their friends before lunch. Staff provide verbal praise for a job well done.

Children's welfare and wellbeing: Expected standard

Parents report that previous changes in staffing impacted on the consistency of practice for children, including those with special educational needs and/or disabilities (SEND). However, they say that the improved stability of a consistent staff team is having a positive impact on children's wellbeing. Children appear very settled, and parents know who their child's key person is.

Babies and children typically form secure attachments with staff. Staff offer sensitive relationships with babies and are responsive to their individual needs. Staff let babies know when they are going to change their nappy, offering respectful, intimate care. Care and hygiene routines for all children are implemented appropriately.

Staff support babies safely as they crawl, climb and explore their environment. Young and pre-school children are encouraged to take appropriate risks to develop their understanding of how to keep themselves safe. Staff teach children about private parts of their body, helping them to understand how to stay protected.

Children benefit from healthy, well-balanced meals and can access fresh drinking water throughout the day. Babies and young children are sensitively encouraged to sleep and rest when they need to. This ensures that they wake refreshed, ready to engage in further play and learning.

Leadership and governance: Expected standard

Leaders demonstrate their ability to identify the strengths of the setting and any areas for improvement. They collaborate well with schools that children will move on to in order to support children's transition further. For example, leaders are in the process of creating a separate dining space for pre-school children as this will mirror practice in school. Additionally, leaders take advice about food and drink from teachers at specialist schools to support children with special educational needs and/or disabilities further.

All staff receive supervision and complete required training. Leaders typically ensure professional development is aligned to identified areas for development. They work with staff to target training to support them to continue to enhance their practice to benefit children. For instance, some staff are completing training on the role of special educational needs co-ordinator. In addition, staff benefit from peer observations and support to build knowledge and share skills. Staff report that they feel well supported and valued.

Leaders demonstrate a thorough understanding of the local area and the children and families who use the nursery. They support parental and community engagement.