WHITE WILLOWS DAY NURSERY

Inclusion: Expected standard

Leaders have created a welcoming and inclusive environment, where all children, particularly those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are valued and supported. Staff work closely with parents and external professionals to identify needs at the earliest opportunity and put appropriate strategies in place. They gather key information about children's interests, development and home languages to ensure provision is responsive from the outset. For example, staff use keywords in children's home languages to support understanding of routines and expectations. During outdoor play, children learning English confidently respond to familiar words used by staff in their home language and then continue to ride scooters, demonstrating growing comprehension, confidence and a sense of belonging within the group.

Children with SEND have individual plans that are developed and reviewed in partnership with parents and, where appropriate, external agencies. Staff make thoughtful adaptations so that children can access activities alongside their friends, such as providing additional adult support, modelling play or adjusting resources. Leaders seek advice from specialists to strengthen practice. However, professional guidance is not always implemented with full consistency or sustained focus. Overall, inclusive practice is embedded in the setting's daily routines and interactions. As a result, children feel safe, accepted and increasingly confident enough to participate, which helps them overcome barriers and make steady progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that aims for children to 'explore, discover and grow'. This intent is reflected in a flexible approach to planning, where staff respond to children's interests while ensuring that key areas of learning, including early mathematics, communication and language and personal, social and emotional development, are promoted. During circle time, for example, children count how many friends are present and talk about the day and month, strengthening their understanding of number, sequence and the passage of time. Staff use familiar routines to reinforce this knowledge so that children build confidence through repetition and participation.

Staff know children's starting points well and adapt activities so that all children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who face other barriers to learning, can participate. Teaching is effective, staff engage directly alongside children, modelling vocabulary, asking purposeful questions and extending thinking in the moment. Outdoors, a small group of children fill and empty dumper trucks with sand while an adult introduces and repeats mathematical language, such as 'full, empty' and 'more', helping children to link practical exploration with early mathematical concepts.

Staff use ongoing assessment to identify next steps and adapt the provision accordingly. Parents are kept informed about their children's learning through regular updates on an online app and through scheduled meetings.

The curriculum provides children with suitable opportunities to develop knowledge and skills across the areas of learning, and most children are progressing in line with age-related expectations. The curriculum currently lacks consistent planning for opportunities to develop large physical skills, like climbing, balancing and negotiating space. Strengthening this aspect of the curriculum would further enhance children's physical development.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who face other barriers to learning, make steady progress from their individual starting points. Children build on their developmental stages as they learn. They use new skills over time, for example children who spoke very little English when they started now use key words independently to request the toilet and initiate play with their friends, showing clear progress in communication and social interaction.

Children feel proud and motivated to learn. They respond to feedback, keep trying when things are hard and grow in confidence. With practice, they use their skills independently across different activities.

Children are encouraged to revisit learning through practical, play-based experiences indoors and outdoors, helping them to consolidate understanding over time. Children are increasingly developing language skills, independence and cooperative play. Consequently, most children are building the knowledge, skills and confidence they need to be well prepared for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote clear expectations through simple 'golden rules' that are regularly revisited with children. These focus on positive behaviours, such as using walking feet, helping children understand what is expected of them. Staff consistently reinforce expectations through calm reminders and specific praise. For example, at tidy-up time, staff ring a bell and clearly direct children to specific areas to put resources away. Many children complete their jobs independently and with care, demonstrating a growing sense of responsibility and ownership of their environment.

Outdoors, children cooperate well, sharing sand tools, passing water to one another and inviting friends into play. Staff support children who need extra help with regulation by modelling calm behaviour, offering reassurance and using simple, clear language. Over time, children show improving self-control and an increasing ability to play alongside and with others.

Children are familiar with daily routines and generally move between activities with confidence. As a result, children are developing appropriate behaviours and positive attitudes, which promote a safe and purposeful learning environment.

Attendance is monitored carefully, and leaders follow up unexplained absences promptly to ensure children are safe.

Children's welfare and wellbeing: Expected standard

Children form strong, trusting attachments with their key person. These relationships support children's emotional security and confidence. For example, when children become unsettled during outdoor play, their key person responds quickly by joining them, offering reassurance and guiding them into purposeful play. As a result, children quickly regain composure and re-engage in learning. Settling-in arrangements are flexible and sensitive to individual needs, allowing children and parents time to build confidence and trust.

Staff promote healthy lifestyles through the daily provision of fruit and healthy snacks, discussions about nutritious foods and regular reminders about hygiene routines. While packed lunches vary in nutritional value, leaders engage parents in conversations and share information to encourage healthier choices. Children develop independence through consistent routines, including handwashing, self-serving water and managing personal belongings.

Leadership and governance: Expected standard

Leaders are reflective and demonstrate a clear commitment to sustaining and improving the quality of provision. Leaders have focused on strengthening partnerships with parents and refining the approach to curriculum delivery through in-the-moment planning. Communication with families is now well established. Parents receive daily verbal feedback, regular updates and photos through an online platform and attend progress meetings to discuss development and next steps. This open dialogue supports a shared understanding of children's learning.

Leaders engage appropriately with external professionals to support children with special educational needs and/or disabilities. Additional funding, including early years pupil premium, is used strategically for resources and targeted interventions, ensuring fair learning opportunities for disadvantaged children. Leaders have recently purchased training to support disadvantaged children, however, the professional advice given has not been applied consistently. Sharper monitoring and follow up would further strengthen outcomes for these children.

Staff report that they feel supported by leaders, and consideration is given to staff wellbeing, including workload and emotional support. Leaders are open to feedback and willing to reflect on areas for development. Leadership maintains appropriate standards and demonstrates the capacity to improve. As a result, children attend a setting where leaders understand both strengths and priorities clearly, providing a secure foundation for continued development and sustained quality.