Tower Tots

Inclusion: Strong standard

Leaders embed a deeply inclusive culture across the setting, recognising each child's uniqueness, needs and abilities from the start. Staff fully support those children with special educational needs and/or disabilities and those who face other barriers to their learning. They offer personalised approaches and collaborative working partnerships with parents and external agencies. They use their experience and targeted training to implement consistent and systematic assessment approaches. This ensures that children make the progress they are capable of from their starting points.

Staff use their detailed knowledge of each child and rigorous monitoring to ensure interventions are effective and have a measurable impact. They use adaptations consistently, such as sensory breaks, visual prompts and targeted interventions. This helps all children to access and succeed in all areas of the curriculum. Staff work closely with families and, where appropriate, external professionals, to ensure that support is timely and tailored to each child. There is a specific parents' room where carers speak directly to experienced staff, who listen and support them. Parents comment on the positive impact this has on their family life and their children's progress.

Staff are highly skilled and confident in meeting a wide range of complex needs, which leads to meaningful and sustained progress in learning, development and wellbeing. Leaders' use of early years pupil premium funding is purposeful and targeted. This enables disadvantaged children to access enrichment, improve their communication and build their confidence.

Curriculum and teaching: Strong standard

Leaders have a clear and accurate understanding of the quality of the curriculum and teaching across the provision. Assessment is continuous and sharply focused. Staff carefully consider and prioritise the skills they want children to learn, based on their needs and abilities. All children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, access a well-developed, sequenced and tailored approach to their learning. Children gain fundamental skills in preparation for their future learning. These include confidence, resilience and being able to form and maintain relationships.

Staff skilfully model language and extend children's vocabulary throughout routines and play. They weave mathematical ideas, such as counting, comparison and problem-solving, naturally into interactions. Older children benefit from enrichment opportunities such as regular Spanish sessions and access to a new wellbeing caravan, designed to provide sensory activities in the provision's expansive grounds. Teaching is purposeful, consistent, exciting and impactful. Staff prioritise children's physical, personal, social and emotional development. They nurture children's emotional literacy, independence and resilience through warm and responsive interactions and thoughtfully designed environments. Consequently, all children make sustained progress across all areas of learning.

Staff place a strong emphasis on outdoor learning. Children exude enthusiasm as they get ready for a bug hunt or trip to the zoo. Staff know children extremely well and implement strategies that ensure that every child participates fully and meaningfully. As a result, children experience engaging learning that supports strong progress and prepares them well for their next stage of education.

Achievement: Strong standard

Children's communication and language develop extremely well. They use an increasingly rich vocabulary, engage in meaningful conversations and respond confidently to prompts and questions. This supports their wider achievement across the curriculum, including early literacy and mathematics. Children with special educational needs and/or disabilities achieve well alongside their peers from their individual starting points. This is because staff quickly identify and support their needs through tailored interventions, adapted routines and personalised teaching. Babies and children engage and focus well on stories and songs, helping to develop their language and communication. Younger children repeat familiar phrases, and babies say key words. These strategies reduce barriers to children's learning and/or wellbeing and ensure that every child can participate fully.

Nurturing and trusting relationships help children to grow in confidence, independence and resilience. They concentrate for sustained periods, show curiosity and approach new challenges with enthusiasm. Children establish secure foundations for future success and are very well prepared for their next stage of learning, including the transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a nurturing and inclusive environment with firmly embedded and consistent boundaries. Staff skilfully adapt and develop key rules based on the needs of the children and their stage of development. This ensures that all children gain a secure understanding of what is expected of them. For example, staff share these rules daily and effectively use a range of visual resources, which children and staff can refer to when needed.

Relationships between staff and children are warm and responsive. Staff have a deep understanding of each child's needs and stage of development. Staff model emotional language, enabling children to recognise their feelings and self-regulate their behaviour. Children consistently demonstrate increasing social awareness, follow instructions, develop friendships and begin to show care for others. For example, babies gently share hand-held sensory toys with each other and older children take part in peer massage sessions. Staff reinforce positive behaviour and provide targeted support where needed. This ensures that all children feel included and ready to learn. Consequently, children behave extremely well.

Leaders promote punctuality and regular attendance, working closely with families to identify any barriers to this and provide timely support. Communication with parents and carers is positive and proactive, ensuring continuity between home and the setting. Children show highly positive attitudes. They are eager to take on responsibility and grow in independence as they pour drinks, manage hygiene routines and care for their environment.

Children's welfare and wellbeing: Strong standard

Staff promote children's welfare and wellbeing consistently through thoughtful, sensitive and tailored care routines. Key people support secure and trusting attachments from the start, providing comfort and reassurance and responding to children's needs attentively. Staff ensure that babies and children have privacy when nappy changing and toileting, promoting respect. Babies and children cuddle staff and enjoy them joining in with their play.

Staff adapt routines to suit the individual needs and feelings of children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. For example, if children become overwhelmed, staff recognise they are tired and initiate quieter activities or lead a bespoke therapy break devised by external specialists. Older children explore their emotions and have rich conversations, labelling how they feel. This supports children in developing emotional awareness and is helping them to feel valued and thrive.

Staff gather detailed information from the start. They value parents and carers as partners and build a holistic understanding of children's routines, identities and backgrounds. Babies and young children separate with ease because they know adults will respond calmly and sensitively. Staff prioritise children's physical development, health and personal safety. Daily routines offer purposeful opportunities for children's independence and self-care. For example, staff encourage children to serve themselves and use cutlery at mealtimes. These experiences help children to build their confidence, strengthen fine motor skills and build resilience. Sleeping and feeding routines are well established and sensitively managed, with staff responding to children's preferences to further promote children's wellbeing.

Leadership and governance: Strong standard

Leadership is child-centred, driven by the values in the setting and highly effective. Leaders have a clear understanding of the setting's strengths and areas for development. They continually reflect on their practice and use evidence to drive improvement. Leaders recognise the importance of developing staff and prioritising internal progression. This ensures that any changes in staffing or leadership are carefully managed, maintaining stability and preventing disruption for children.

Staff describe a positive culture of teamwork, openness and professional support, with clear expectations and consistent routines. This helps them to work and fulfil their roles and responsibilities confidently. Induction is supportive, and ongoing professional development strengthens reflective practice and the sharing of effective strategies. For example, leaders have recently attended training that has deepened their knowledge of how to monitor children's health and emotional wellbeing across the provision. Leaders and staff use new knowledge gained from training to inform practice across the provision. This helps to maintain and embed the delivery of a high-quality curriculum for all children.

Leaders thoughtfully consider staff's wellbeing and workloads. They set clear and manageable expectations. This contributes to a stable, confident and highly committed team. Parents and carers feel valued, supported and informed about funding. Leadership and governance are strategic and have a clear attendance policy. They ensure children receive consistently high-quality experiences and outcomes in an inviting, inclusive environment.