Three Little Birds Forest Nursery

Inclusion: Exceptional

Leaders have a clear vision that places children's wellbeing, inclusion and development at the centre of every decision. This vision is understood and lived by all staff and is reflected consistently in daily practice, particularly in the calm, respectful way adults interact with children and families. Leaders' actions have a transformational impact on children's lives and ensure that the setting continues to thrive.

Leaders know the setting extremely well. They evaluate strengths accurately and act decisively to improve provision further. For example, leaders use their detailed knowledge of children's needs and the local context to shape training, curriculum decisions and staffing. Staff access high-quality professional development linked directly to children's communication, emotional regulation and learning outdoors. Staff practice is continually refined and remains ambitious for all children who make sustained progress.

Leaders ensure that children who face disadvantage, with special educational needs and/or disabilities, or are known to children's social care receive timely, highly effective support. Leaders proactively work with families and external professionals, guiding parents expertly through referral and education, health and care plan processes and coordinating transition planning for children with complex needs. Parents describe this leadership support as life-changing. They say how this has reduced anxiety and ensures that children access the full curriculum safely with confidence and positive attitudes.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious, coherent curriculum that is rooted in children's interests, development and wellbeing and is implemented with exceptional consistency. The curriculum meets all early years foundation stage requirements and is shaped by a deep understanding of child development and the setting's outdoor context.

Teaching is highly responsive and purposeful. Staff skilfully follow children's interests while extending learning through well-timed interactions. For example, children's curiosity about spray bottles and colour mixing is developed into sustained learning through art experiences inspired by artists, such as Jackson Pollock. Staff introduce new vocabulary, encourage prediction and exploration and model mathematical language, such as height, direction and comparison, while children engage their whole bodies in learning.

Leaders ensure that children's language development is prioritised across the curriculum. Staff consistently model rich spoken language alongside other communication methods, such as Makaton and visual supports. These approaches are used for all children, ensuring that those with communication needs access learning confidently alongside their peers. Assessment is ongoing and precise. Staff use their observations to adapt teaching in the moment and plan meaningful next steps, particularly for disadvantaged children and those with special educational needs and/or disabilities.

Leaders ensure that staff training is carefully chosen and directly linked to children's needs, including learning outdoors, communication and emotional regulation. This results in teaching that is not only inclusive but transformative, enabling all children to access an ambitious curriculum and make sustained progress.

Achievement: Strong standard

Children make strong progress from their individual starting points. This is particularly evident in communication and language. For example, children who joined the setting with limited speech now confidently express their needs, hold conversations and use language to negotiate and collaborate with peers. Staff's consistent modelling of spoken language, alongside Makaton and visual supports, enables children to communicate successfully in ways that work for them.

Children with special educational needs and/or disabilities make meaningful and sustained progress. Children who were previously non-verbal or struggled to regulate are now able to communicate through words, signs or gestures and participate alongside their peers. This progress supports their confidence, independence and readiness for the next stage of learning.

Disadvantaged children and those with barriers to their learning benefit from targeted support, including improved access to nutritious food and emotional support. As a result, they are more settled, engaged and ready to learn. Children develop the skills they need to manage routines, build relationships and transition smoothly to school or other settings. Achievement across the setting is secure and well sustained.

Behaviour, attitudes and establishing routines: Strong standard

Children behave extremely well. They feel safe, respected and understood, and they respond positively to staff's calm and consistent expectations. Behaviour is supported through strong, trusting relationships rather than rules alone, creating a settled and purposeful environment.

Children understand routines and follow them confidently. They remind one another of safety expectations and take responsibility for themselves and their environment. As a result, transitions between activities are calm and well managed. Children who previously struggled to regulate now manage transitions confidently, showing growing self-control and emotional security.

Children show highly positive attitudes to learning. They are curious, motivated and eager to take part. They persist with challenge and show pride in their achievements. Staff support children to recognise and talk about their feelings and practise regulation strategies when calm. Children use these strategies independently when they need them.

Leaders promote attendance sensitively and work closely with families to establish secure routines. Adjustments are made thoughtfully to support children's individual circumstances. Children collaborate well, share resources and resolve minor disagreements with confidence. The consistent culture of kindness, respect and inclusion enables all children to feel a strong sense of belonging and to thrive.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised. Care practices are highly responsive to individual needs. Children are supported to feel safe, rested and emotionally secure.

Strong attachments are evident. Key persons know children exceptionally well and respond sensitively to their cues. Babies and young children receive consistent, nurturing care that supports their development.

Health and safety are embedded in daily practice. Children learn about healthy choices through routines and conversations. Food is approached positively. Children are encouraged to listen to their bodies and develop healthy attitudes.

Emotional wellbeing is supported skilfully. Children are helped to recognise, express and manage their feelings. Staff model empathy and respect, helping children develop strong self-regulation skills.

Sleep, feeding and care routines are flexible and child-led. Leaders ensure that routines support children's individual needs. This contributes to children's calm behaviour, engagement and overall wellbeing.

Leadership and governance: Exceptional

Leadership and governance are exceptional. Leaders have a clear, values-driven vision that places children's wellbeing, inclusion and development at the centre of every decision. This vision is understood and lived by all staff and is reflected consistently in daily practice, particularly in the calm, respectful way adults interact with children and families.

Leaders know the setting extremely well. They evaluate strengths accurately and act decisively to improve provision further. For example, leaders use their detailed knowledge of children's needs and the local context to shape training, curriculum decisions and staffing. Staff access high-quality professional development linked directly to children's communication, emotional regulation and learning outdoors. As a result, practice is continually refined and remains ambitious for all children.

Inclusion is a shared responsibility. Leaders ensure that children who face disadvantage, with special educational needs and/or disabilities, or are known to children's social care receive timely, highly effective support. Leaders proactively work with families and external professionals, guiding parents confidently through referral and education, health and care plan processes and coordinating transition planning for children with complex needs. Parents describe this leadership support as life-changing, with leaders reducing anxiety and ensuring children access the full curriculum safely and confidently.

Staff are exceptionally well supported. Leaders prioritise staff's wellbeing and workload through meaningful supervision and open dialogue. Staff feel trusted to make professional judgements and supported to ask for help when needed. This stability underpins consistently high-quality care and teaching.

Governance is effective and purposeful. Statutory requirements are met securely. Leaders' actions have a transformational impact on children's lives and ensure that the setting continues to thrive.