Village Gan

Inclusion: Expected standard

Leaders have a secure understanding of assessment processes used to identify emerging needs for children with special educational needs and/or disabilities (SEND), and others who may face other barriers. The setting is part of a larger group of nurseries with established support structures, including access to senior leaders responsible for SEND. Typically, staff receive timely guidance to implement learning strategies based on children's identified needs. On occasions, assigned time for larger group activities is too long for younger children and children with specific needs. As a result, they are not always engaged throughout the learning experience. The nursery is located in an affluent area of Camden. Regardless of that, the leaders remain committed to reducing barriers for disadvantaged children.

As a Jewish nursery, leaders are highly aware of the different cultural traditions and Hebrew language dialects within the community. They ensure these are reflected and valued in daily practice. Children confidently sing prayers in both Hebrew and English. Morning prayer during circle time promotes children's sense of community, reinforcing messages of respect, kindness towards neighbours and charity. Children also learn about other faiths and cultures through activities linked to religious festivals and visits to museums. Senior leaders take pride in having a workforce made up of staff who are Jewish and staff who are not. Staff consistently praise senior leaders for fostering an inclusive and respectful culture.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the strengths and weaknesses within the curriculum and teaching areas. They are ambitious for all children, including those who face barriers to learning. A focus on developing children's communication and physical skills is evident across most activities. For example, during a foam activity, children squeeze foam using sponges and pipettes. Staff encourage expressive language using words such as 'squeezing', 'soft' and 'fluffy'. When children explore a stretch toy, staff extend their learning by modelling language such as 'stretch wide to make it longer'. However, at times, staff use language that exceeds children's age-related understanding. This limits some children's potential for developing their understanding.

All children make steady progress from their starting points through each stage of development. Leaders have excellent knowledge of early years development, but not all staff are confident in identifying children's age-related next steps in learning to ensure all children thrive. Leaders have not yet consistently strengthened staff's knowledge of children's age-specific learning and development. Consequently, some teaching can lack individual child focus, which can distract them from learning.

Leaders overall place an emphasis on children's communication and language. Children enjoy reading books with highly engaging staff who bring stories to life through role play and expressive vocal tones. Children join in enthusiastically by copying actions. Staff weave mathematics through their interactions. They reinforce vocabulary such as 'big', 'tall', 'wide' and 'short' as children engage with stories.

Achievement: Expected standard

Children show curiosity and motivation to take part in all learning opportunities. In general, they develop their skills in language and communication and physical mobility well. This enables most children to make secure progress in their essential learning and development. However, on occasion, they do not make consistent progress as teaching is not targeted to their individual needs.

Children eagerly join the daily morning Jewish prayers and demonstrate clear familiarity. Typically, they are independent when seeking out activities. For example, at the arts and crafts table, children confidently access additional resources from storage, supported by patient staff who encourage their independence.

Children with special educational needs and/or disabilities make steady progress from their starting points. They increasingly participate in group activities for short periods. All children are developing as confident communicators, from early babbling to emerging expressive language. They access a small free-flow outdoor area with confidence, engaging with the play kitchen and other equipment. To further support their physical development, staff take children on outings to access larger apparatus.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff use a visual timeline throughout the day to help children understand their routines. This supports their positive behaviour, as children respond well and move smoothly between activities. Leaders actively promote regular attendance to establish lifelong good habits for all children, including those who face barriers to learning. Any early signs of poor attendance are addressed promptly through calls to parents and carers. If concerns continue, senior leaders intervene to identify the root cause and offer additional support. As a result, children develop positive habits of punctuality and consistent attendance. This enables them to benefit fully from learning opportunities.

Staff consistently model polite language, using 'please' and 'thank you'. Children naturally mirror this in their interactions with peers and adults. The curriculum is thoughtfully designed, using Jewish prayer routines to promote patience, turn-taking and collaborative working. While this is generally effective, some activities occasionally run too long for the age group of children. This leads to children becoming restless, which can affect their behaviour.

Children typically understand how to work together and take turns. For example, during a Sabbath-themed cooking activity, children add ingredients to chicken soup one at a time. When some children try to skip the queue, their peers remind them to wait, and they respond positively. Staff praise all children, reinforcing positive social behaviour.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise all children's welfare and wellbeing, including those who face additional barriers. They maintain high expectations for every child. Children are familiar with the well-embedded daily routines, supported effectively by the consistent use of visual cues. This proves to be a highly motivating tool that enables children to participate confidently in all activities.

Children enjoy freshly cooked and nutritious meals. Older children eat independently, while babies receive sensitive support as they explore finger foods. This helps them to develop their early independence. Leaders extend children's understanding of healthy eating through purposeful conversations. This is evident when staff prompt children to eat their peas because they provide 'good...', and children confidently respond 'fibre'. This demonstrates children's secure recall of their prior learning. Staff manage sleep routines smoothly and highly effectively. They show an excellent understanding of each child's individual preferences.

Children show a deep love of books and enthusiastically act out favourite stories, supported by highly engaging staff. In small groups, all children, including those with special educational needs and/or disabilities, remain focused reading for extended periods. They demonstrate an excellent capacity to sustain and extend their play. Children also display early humour, such as during pretend play, when children jokingly refuse to feed a toy monkey and continue eating with a smile.

Leadership and governance: Expected standard

Senior leaders listen carefully to parents' and carers' feedback. They have a clear understanding of the nursery's strengths and areas for development. Leaders remain ambitious for all children. They take swift and purposeful action to maintain high standards of care and education. Senior leaders provide effective support to the nursery leaders, enabling them to drive necessary improvements effectively. Parents praised the positive impact that leaders and their team have made since joining the setting, and the warm and caring relationships they have built with parents and children.

Leaders prioritise developing close partnerships with parents and external agencies to ensure all children, including those who face barriers to learning, receive targeted support for their individual development. Parents speak positively about the support their children receive and the progress they make from their starting points. Leaders have a secure knowledge of the early years foundation stage curriculum. They have successfully aligned this with the essential Jewish religious and cultural requirements. For example, children successfully learn the core principles of British Values through daily Jewish practices.

Leaders support staff wellbeing well. They encourage staff to be ambitious in their professional development. Staff interactions with children are typically of high quality. However, leaders must focus on further training to strengthen staff's knowledge on age-specific child development and to ensure that targeted next steps have a greater impact on children's learning.