Tiggers Nursery School

Inclusion: Expected standard

Leaders and staff have a clear understanding of children's individual needs and use ongoing assessment to identify where support may be required. This informs how activities and experiences are adapted to meet children's needs.

Staff work closely with parents from the outset to understand children's starting points and any emerging needs. Information is shared regularly, supporting a consistent approach between home and the setting. For example, staff discuss children's development and agree how to support communication and care needs both in the setting and at home.

Children with special educational needs and/or disabilities, and those with emerging needs, are supported through adapted approaches that reflect their individual circumstances. Staff use strategies such as simple language, visual cues and consistent routines to support children who are learning English as an additional language, and they adapt care and routines to support children's physical development and wellbeing.

Leaders and staff work with external professionals where needed, including health visitors and the local authority, to support children's development. These approaches help to break down barriers to learning and support children to take part in experiences.

Curriculum and teaching: Expected standard

Leaders design a curriculum that focuses on supporting children's communication, independence and social development. Staff understand this intent and use daily routines and planned experiences to deliver it consistently across the day.

Staff's interactions with children are typically effective. They use modelling, prompts and repetition to support children's communication. For example, during singing sessions, staff use props, such as scarves and puppets, to engage children and encourage participation. Children join in with actions and vocalisations, demonstrating engagement and enjoyment in these shared experiences.

Staff introduce language alongside these experiences. They do not consistently provide further opportunities to develop children's language and thinking in their interactions with children. Opportunities to further develop children's communication are not always maximised, particularly during spontaneous play.

Staff use assessment to monitor children's development and identify next steps. This helps staff to plan experiences that build on what children already know and can do, supporting continuity in their learning.

Staff do not consistently provide a wide range of accessible resources to support children's exploration. Children do not always remain engaged in activities for sustained periods, particularly when resources are limited or not readily accessible.

Achievement: Expected standard

Children make progress from their starting points and develop the skills needed for their next stage of learning. Children who speak English as an additional language show increasing understanding over time. They respond to familiar words, follow routines and begin to use words and gestures to communicate their needs.

Children develop confidence in communicating with others. They listen, respond and share their ideas during play and group experiences.

Children's physical skills develop over time. Younger children practise early movements, while older children show increasing coordination, control and confidence during physical play.

Children develop independence through daily routines. They manage simple tasks, such as feeding themselves, making choices and accessing resources, demonstrating growing confidence and self-care skills.

Children gain skills that support their readiness for school. They sustain attention, follow instructions and begin to use early writing skills, such as giving meaning to their marks. This prepares them for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models, and they establish clear expectations and consistent routines. This helps children to understand what is expected of them and supports a calm environment.

Children behave well and demonstrate positive attitudes towards their learning. They settle quickly and move between activities with confidence, supported by familiar routines and clear guidance from staff. Staff promote positive behaviour through respectful interaction and modelling. For example, during group experiences, children take turns to contribute and listen to others. Children show confidence to share their ideas and engage in group experiences.

Children respond well to established routines. For example, children join in with tidy-up songs before transitions, helping them to understand what will happen next. Children move between activities calmly and with confidence.

Older children show increasing independence and self-control. They follow expectations, wait appropriately and take part in group experiences with growing confidence. This supports the development of behaviours and attitudes that prepare them for their next stage of learning.

Leaders promote attendance effectively. Children attend regularly, which supports their engagement and participation in daily routines.

Children's welfare and wellbeing: Expected standard

Children benefit from a safe and supportive environment where staff prioritise their wellbeing and emotional security. Staff supervise children closely and provide reassurance, helping children to feel settled and confident. Children approach staff for support and return to play following guidance. Staff support children to recognise and express their emotions. For example, staff use simple language to name feelings and help children to understand and manage their emotions.

Staff support children through consistent care routines and attentive responses. These help children to remain calm and engaged during the day and contribute to a positive atmosphere where children can take part in activities.

Staff promote children's physical wellbeing effectively. Children are prepared appropriately, so they can participate safely and confidently in outdoor learning. Staff maintain appropriate supervision and ensure that children understand expectations, supporting them to take part safely.

Staff meet children's care needs well, including rest routines for younger children. Individual sleep arrangements support children's comfort and emotional security. Staff are attentive to children's individual needs and respond appropriately throughout the day.

Leaders maintain appropriate oversight of practice and ensure that staff follow procedures to support children's safety and wellbeing. This contributes to a secure and well-managed environment.

Leadership and governance: Expected standard

Leaders provide clear direction and ensure that the nursery is organised to support children's learning and care. They maintain appropriate oversight of the curriculum and daily routines, helping to promote a consistent approach across the setting.

Leaders know children well and use information about their development to plan experiences that build on what children already know and can do. They demonstrate a clear understanding of the provision and identify areas for further development.

Leaders support children with special educational needs and/or disabilities and ensure that staff understand children's individual needs. They provide guidance so that staff can adapt practice and support children to access the curriculum.

Leaders place a clear emphasis on working in partnership with parents and carers. Parents report that communication is clear and consistent and that staff support children's development effectively, particularly in communication and language. They value the regular updates they receive, including daily communication and meetings, as well as the nursery's links with the local community.

Leaders ensure that information is shared effectively between home and the setting, supporting a consistent approach to children's care and learning. Leaders recognise that staff do not always maximise opportunities to develop children's language and thinking and that resources are not always sufficiently accessible to support sustained engagement. They are beginning to review these areas as part of their ongoing evaluation of the provision. Overall, leaders demonstrate a reflective approach and a commitment to improving the quality of provision.