Tiny Tots Nursery School

Inclusion: Strong standard

Leaders have created a deeply embedded culture of inclusion where all children, whatever their starting points or needs, are recognised as unique individuals. Experienced staff hold a secure understanding of each child's developmental needs and use this knowledge to identify emerging needs quickly and accurately. They draw on a wide range of information, for example, from observations, family conversations and external professional input to ensure that assessments are precise and lead to meaningful targets.

Leaders take proactive steps to remove identified barriers to learning through specialist guidance, appropriate adaptations and targeted support. For example, staff expertly work closely with external professionals in the sensory room to embed physiotherapy and occupational therapy, applying therapeutic strategies with consistency. Leaders provide staff with skilled guidance and ensure that support plans are reviewed regularly, with clear evaluation of what is working and what needs to change.

Strong collaboration with parents and external agencies ensures that children benefit from consistent approaches across home and nursery. Leaders use additional funding effectively, tailoring resources, such as therapeutic play materials or personalised learning tools, to maximise progress for disadvantaged children or those who require additional support. As a result, children with special educational needs and/or disabilities and those facing wider vulnerabilities make strong progress and participate fully in all aspects of nursery life.

Curriculum and teaching: Expected standard

Overall, the curriculum is well sequenced, enabling children to build securely on what they know and can do. Staff have a sound understanding of the curriculum's intent and typically deliver it with purpose, using their knowledge of children's starting points, interests, next steps and stages of development to shape learning. Communication and language are prioritised well, with staff modelling vocabulary, narrating play and engaging children in conversations across all areas of learning.

Staff use assessment appropriately to check progress and adapt teaching, including making reasonable adjustments for disadvantaged children and those with special educational needs and/or disabilities, so they can participate fully. Physical, personal, social and emotional development is woven consistently through routines and activities, supporting children's growing confidence and independence.

Older children are supported well to develop their mathematical understanding. For example, staff encourage them to count objects during play, compare quantities, discuss shapes and solve simple problems, such as working out how many cups or plates are needed at lunchtime. However, at times, some staff do not recognise spontaneous opportunities to extend younger children's early interest and enjoyment in mathematical language and concepts, which means children occasionally miss out on valuable moments to deepen their understanding through everyday play. Overall, teaching remains effective, offering children a wide range of rich experiences that supports them to make secure progress across the curriculum.

Achievement: Strong standard

Children make strong progress from their starting points, particularly in communication and language. Babies show high levels of engagement during heuristic sensory play, using their senses to investigate a range of natural objects with interest, curiosity and concentration. Older children deepen their understanding through rich conversations during activities, such as potion making, obstacle course building and group storytelling, where they confidently discuss characters' emotions and link these to their own experiences. Toddlers benefit from meaningful, story linked experiences, such as going on walks to collect natural items that connect to their book theme 'Room on the Broom'. They use their collected materials to recreate scenes from the story, strengthening understanding, imagination and expressive language.

Children with special educational needs and/or disabilities make significant progress because staff consistently implement specialist strategies, for example embedding specialist guidance and detailed personal care plans and adapting routines, to promote independence. Disadvantaged children also benefit from targeted support, including the use of additional funding to provide personalised resources that extend learning. As a result, all children, including those who face barriers to learning, are very well prepared for their next stage, demonstrating confidence, independence and readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a harmonious and respectful culture in which children demonstrate consistently positive behaviour and attitudes. Leaders and staff have established a calm, nurturing environment where expectations are clear and consistently reinforced. Secure, trusting relationships between staff and children mean that children feel safe, valued and confident to explore. Staff model warm, respectful interactions, helping children to learn how to collaborate, share and navigate social challenges with growing independence.

During group times and storytelling, children listen attentively, show empathy and discuss characters' feelings, demonstrating a developing understanding of emotions. Older children encourage and cheer one another on during outdoor obstacle-course activities, showing strong cooperation and awareness of others.

Routines are well embedded across the setting and adapted to meet children's ages and stages of development. For example, toddlers are supported to manage self-care routines, such as finding their slippers and washing their hands, while older children confidently help prepare tables for lunch by counting cups and plates.

Leaders positively promote the importance of regular attendance and have robust systems to monitor patterns and follow up any concerns promptly. Staff consider individual needs sensitively, including children with special educational needs and/or disabilities, ensuring that they can participate fully in everyday routines. Overall, children are enthusiastic learners who feel secure, behave extremely well and demonstrate positive attitudes throughout the day.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are well supported through warm, responsive relationships and highly effective care practices. Staff know children and their families extremely well and understand their individual needs, preferences and routines, which enables them to provide attentive, personalised care.

Babies form secure attachments with familiar key persons, seeking comfort, reassurance and interaction with confidence. Staff sensitively follow children's sleep and feeding routines, ensuring that babies feel safe, settled and emotionally secure. Older children develop strong self-care skills as staff guide them to wipe their noses, wash their hands, help set tables and make choices that support their developing independence.

Children's emotional wellbeing is nurtured through consistent routines and a calm environment. Staff help children understand and express their feelings, for example, through stories, props and discussions, enabling them to build resilience and recognise emotions in themselves and others. Children are supported how to understand how to keep themselves safe, for example, by using equipment correctly and following simple safety instructions. Staff provide daily opportunities for active play, outdoor exploration and movement that strengthens children's physical coordination and confidence.

Children with special educational needs and/or disabilities or those with additional needs receive highly tailored support, including the use of specialist equipment, clear care plans and joint work with external professionals, ensuring that they fully participate in all aspects of nursery life. Leaders work closely with families to ensure continuity of care, responding sensitively to changes in circumstances and offering early support where needed. As a result, all children thrive, feel valued and develop long-lasting healthy habits that help to secure a strong foundation for their future learning.

Leadership and governance: Strong standard

Leadership across the setting is consistently strong, with leaders demonstrating high expectations, professionalism and ambitious vision for achieving the best possible outcomes for all children. They know the strengths of the provision well and take purposeful, informed action to address areas for development. Leaders have established a culture of continuous improvement, where reflective practice is embedded and staff are encouraged to learn, refine and strengthen their skills. Regular supervision, peer observations and targeted coaching ensure that professional development is meaningful and has a positive impact on day-to-day practice. Leaders use training opportunities effectively, enabling staff to develop expertise in areas such as heuristic sensory play, behaviour management, outdoor learning and inclusive teaching.

The team benefits from a long standing, committed workforce that provides stability and consistency for children and supports the strong, embedded culture across the setting. Decisions made by leaders are firmly rooted in the best interests of children, including those who are disadvantaged, those with special educational needs and/or disabilities or those who face challenges. Leaders work closely with families and external agencies to ensure that children receive timely support and experience high-quality, consistent care.

Staff's wellbeing is prioritised, with leaders fostering a supportive culture in which staff feel valued, respected and confident in their roles. As a result, the whole team works cohesively and professionally, contributing to a setting where children flourish and the quality of provision continues to strengthen.