White House Nursery Hilton

Inclusion: Expected standard

Leaders prioritise inclusion. They have secure systems in place to identify children who may need additional support at the earliest opportunity. Staff work closely with families and a range of external professionals, including specialist teachers, paediatricians and community nursery nurses. This ensures a coordinated and consistent approach for children. This partnership working helps to provide targeted support and contributes to narrowing gaps in children's learning and development.

Leaders are proactive in welcoming professionals into the setting and in developing staff's expertise to meet children's individual needs. For example, staff are undertaking training in British Sign Language to enhance children's communication and language development. Leaders use additional funding effectively to provide tailored support based on children's specific needs. They regularly monitor and review interventions to evaluate their impact, and adapt approaches where necessary to maximise effectiveness.

However, for some older, disadvantaged children, gaps in learning are not closing consistently across all areas of development. At times, staff do not make the most of opportunities to support these children to access the full breadth of the curriculum. For example, children who require additional support are not consistently encouraged to engage across all areas, and may spend extended periods in one area, which limits their progress in some aspects of learning.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects all learning and is sequenced across all age groups. Staff plan opportunities to build on what children already know and can do. Staff provide a range of engaging learning opportunities, and interactions are warm and purposeful. Communication and language are a clear strength. Staff model language effectively, engage children in meaningful conversations and read stories with enthusiasm. Children listen attentively and independently access books, demonstrating a positive attitude towards early literacy.

Staff support children's physical development well. They provide opportunities for children to develop coordination and control. For example, younger children use a range of tools to make marks with paint, while older children learn how to accurately throw balls into a basketball hoop. Children develop positive personal, social and emotional skills. They enjoy playing with their friends and learn to take turns and share.

Leaders recognise that the implementation of the curriculum, particularly in the pre-school room, is still developing and have rightly identified this as a priority for further refinement. While there are clear strengths, leaders acknowledge the opportunity to increase the level of ambition for the oldest children, including those with special educational needs and/or disabilities. They recognise that this will ensure all children receive consistent support to achieve their full potential. In some areas, including mathematics, staff do not ensure that all children fully access the same level of teaching.

Achievement: Expected standard

Children generally achieve well from their starting points. They make typical progress across most areas of learning, particularly in their communication and language. Children develop their vocabulary, listen attentively and express their ideas with increasing confidence. As a result, most children are well prepared for the next stages of their learning, including their transition to school.

Children demonstrate positive attitudes to learning and engage well in activities that build on their prior knowledge. However, their achievement in mathematics is not yet as consistent as in other areas. Older children do not have consistent opportunities to deepen their understanding of number, shape and problem-solving. In addition, some children with special educational needs and/or disabilities do not consistently develop a secure breadth and depth of knowledge across all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children form secure and trusting relationships with their key persons and other staff. They confidently seek adults for reassurance, support and to share their play. These deep attachments help children to feel safe and emotionally secure. Staff have high expectations for children. They model positive behaviour effectively. Staff are consistent in their approach, which helps children to understand clear boundaries and routines. Staff use visual prompts and consistent strategies to further support children's understanding of their expectations. As a result, children increasingly manage their own behaviour and follow routines independently.

Children play cooperatively and develop positive friendships. They invite others to join their play and share experiences, demonstrating kindness and consideration. For example, children ask their friends to join them on outdoor equipment and take turns appropriately.

Leaders promote the importance of positive attendance. They ensure that daily routines are well established and predictable. This supports children to feel secure and ready to learn. Staff adapt their approaches effectively to meet children's individual needs, including for disadvantaged children. They provide breakout spaces for those who may become overstimulated. Staff offer resources, such as sensory toys, to support children to regulate their emotions. Consequently, children develop positive attitudes to learning and behave well.

Children's welfare and wellbeing: Strong standard

Leaders know the children and families exceptionally well. They place a high priority on understanding each child's unique circumstances. Leaders are quick to identify when families may need additional support. They respond promptly by adapting provision in the setting and signposting or working alongside relevant services. This proactive approach creates a safe, inclusive and welcoming environment where children feel valued and are able to thrive.

Daily routines are well established and very thoughtfully organised. This provides children with a deep sense of security and predictability. Mealtimes are calm and social occasions, where children sit together, develop conversational skills and learn about making healthy choices.

Effective hygiene practices ensure that children's health needs are consistently met. Staff promote children's independence very successfully. Children confidently wash their hands, wipe their noses and manage personal care, appropriate to their age. Nappy changing procedures are carried out sensitively and respectfully, maintaining children's dignity.

Children demonstrate a secure understanding of their emotions and are supported effectively to recognise and manage their feelings. Staff consistently use visual aids to help children identify and articulate their emotions. Well-established strategies, including calm-down areas and access to appropriate sensory resources, enable children to self-regulate and maintain emotional wellbeing.

Children, including those who are disadvantaged or with special educational needs and/or disabilities, develop very secure attachments with their key person and other staff. These excellent relationships underpin children's emotional wellbeing and help them to feel safe, secure and ready to learn.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context and the needs of its children, families and staff. Overall, they accurately identify strengths and priorities for development and use this knowledge to drive continuous improvement. Leaders give careful consideration to staff's wellbeing and workload. As a result, staff feel valued, supported and motivated to carry out their roles effectively.

Partnerships with parents and carers are effective and purposeful. Parents speak positively about leaders. They describe them as approachable, supportive and genuinely committed to children's wellbeing and progress. Feedback indicates that families feel well supported and the provision has a positive impact.

Leaders also maintain effective partnerships with external professionals and other education settings. They work closely with specialists to support children with special educational needs and/or disabilities. They promote collaborative working to secure positive outcomes. Positive links with local schools support smooth transitions, including visits and opportunities for children to become familiar with their next setting.

Leaders prioritise professional development. Staff access regular training and support to strengthen practice. Leaders recognise the importance of deepening staff's knowledge further. However, they have not paid particular attention to staff's understanding of teaching mathematics, to ensure consistently high-quality teaching of this area across the provision.