Treetops Nursery

Inclusion: Expected standard

Leaders promote an inclusive environment where children are valued as individuals. They gather information from parents when children start and use this knowledge to help children feel welcomed, represented and included in the life of the nursery. To promote independence, staff adapt the environment so that resources remain accessible to all. For example, they place toys and sensory materials at a low level in the baby room, allowing the youngest children to make their own choices during play. Staff celebrate children's cultures, languages and family experiences through everyday practice and curriculum activities, helping children to develop a sense of belonging.

Generally, leaders ensure staff have suitable support in place to provide targeted intervention for those children with special educational needs and/or disabilities and children who are known (or previously known) to children's social care. They work with parents and relevant professionals to help meet children's emerging needs and access specialist advice when required.

Staff understand children's next steps in learning and use this information to provide appropriate support and encouragement. However, leaders have not fully embedded a rigorous focus on enabling staff to have a precise understanding of children's barriers to learning, including those who face other challenges in their lives. Consequently, opportunities to recognise and provide highly targeted support at the earliest opportunity are not always maximised. Nonetheless, leaders ensure children who require additional help are included in activities alongside their peers and are supported to participate fully.

Curriculum and teaching: Expected standard

Leaders have established a broad and inclusive curriculum that is designed to support children's learning and development. They have considered the knowledge, skills and experiences they want children to gain and provide a range of opportunities that reflect children's interests and stages of development. Staff generally understand the curriculum intent and typically use assessment information appropriately to identify what children know, can do and need to learn next. More experienced staff demonstrate effective knowledge and apply the curriculum confidently in their daily practice.

Communication and language development runs throughout the curriculum, and most staff use meaningful interactions to extend children's learning effectively. Staff typically model vocabulary clearly and use questions successfully to encourage children to think, respond and communicate. However, high-quality interactions are not yet consistent across all staff. In addition, although children encounter mathematical concepts through play, exploration and routines, staff do not consistently maximise opportunities to explicitly promote mathematical language, knowledge and understanding as effectively as they could be.

Staff support all children, including those who speak English as an additional language and those with emerging special educational needs and/or disabilities, to access the curriculum alongside their peers. Staff work with parents and external professionals where necessary to adapt support and help children engage in learning. Activities are planned with consideration of children's individual interests, needs and next steps.

Achievement: Expected standard

Children achieve well from their starting points and approach their learning with enthusiasm and curiosity. They confidently explore the range of resources and experiences available to them. For example, children work together during water play as they pour, scoop and experiment with funnels, developing early problem-solving skills, cooperation and communication. Children build secure relationships with staff, helping them to feel safe, settled and ready to learn. They develop communication, language and social skills through conversations, stories, play and interactions with adults and peers.

Children move confidently through rooms within the nursery and are prepared appropriately for their next stage of education through effective partnerships with families and local schools. However, opportunities to maximise children's achievement through consistently high-quality teaching, interactions and reinforcement of mathematical learning are not fully embedded.

Children, including those who speak English as an additional language and those with emerging special educational needs and/or disabilities, are supported to access the curriculum and make progress. Overall, children achieve as staff use their knowledge of children's individual starting points and typically use assessment information to shape their next steps in learning. As a result, children develop increasing independence, confidence and the skills needed for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from a positive and inclusive environment where expectations for behaviour and routines are generally well established. Staff support children to understand boundaries and behavioural expectations through calm and consistent approaches. As a result, children are typically respectful, follow routines and demonstrate consideration for others. They develop positive relationships with staff and peers, helping them to feel secure and confident within the setting.

Children show positive attitudes to learning and engage enthusiastically in a range of activities. They sustain their interest in play, make choices about their learning and enjoy working alongside their friends. For example, toddlers listen attentively during group story sessions, laughing, joining in and responding enthusiastically as staff use expressive language, actions and sounds to bring stories to life. Staff support children to recognise and manage their emotions appropriately and help them develop an understanding of feelings and behaviour.

Leaders promote the importance of regular attendance and maintain suitable systems to monitor children's attendance patterns and follow up concerns where necessary. Staff generally consider children's age, stage of development and individual circumstances when supporting behaviour and routines.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are supported appropriately through caring relationships and secure daily routines. Staff know children well and generally respond effectively to their individual care, learning and emotional needs. They work closely with families to gather information about children's backgrounds, preferences and development, helping children to feel valued and included within the setting.

Children develop secure attachments with their key persons and other familiar staff. They seek reassurance, comfort and support when needed and demonstrate confidence to explore their environment and engage in learning. Staff support children's emotional wellbeing through warm interactions and by helping them recognise and express their feelings. Children are encouraged to understand expectations and develop strategies to manage their emotions and behaviour.

Children benefit from opportunities to develop their physical skills and learn about healthy lifestyles through active play, experiences in the community and established hygiene routines. For example, children confidently negotiate climbing equipment, navigate ride-on toys and participate in gardening activities that promote their physical development.

Staff support children to understand routines that help keep them healthy and safe. Children enjoy well-prepared meals and snacks and staff promote healthy lifestyles by discussing nutritious choices and naming fruits and vegetables during mealtimes. Lunchtime routines are generally organised well, with staff interacting positively with children and encouraging independence through self-serving.

Leadership and governance: Expected standard

Leaders have established a clear vision that places children's wellbeing and development at the centre of the provision. They know the nursery and its community well and have developed positive partnerships with families, external professionals and local organisations to support children's learning and welfare.

Leaders demonstrate a commitment to continuous improvement and are reflective about the areas that require further development. However, monitoring and professional development arrangements are not tailored to staff's specific roles. They then do not build their expertise and strengthen the quality and consistency of their teaching fully. As a result, early opportunities to identify indicators that children may face barriers to learning and the consistency of high-quality practice are not fully embedded.

Leaders provide staff with regular supervision, support and opportunities to discuss practice. Staff speak positively about leaders and describe them as approachable and supportive. Staff demonstrate a suitable understanding of safeguarding procedures, including how to report concerns and use whistleblowing processes when necessary. Effective partnerships with parents contribute positively to the setting. Parents speak positively of the staff team, value the support their children receive and feel well informed about their child's care and learning.