Whitehall School Nursery

Inclusion: Expected standard

Staff build positive partnerships with parents and carers and work closely with them to support children's development. Parents share that communication is well established and that they feel informed about their children's learning and next steps. For example, staff and parents discuss concerns about speech development and work together to identify needs early. Staff support referrals, including for speech and language therapy, which shows they take timely action. Leaders and staff assess children carefully and use this information to plan activities that meet their needs. They adapt teaching so that all children can take part. For example, during shape activities, staff adjust tasks and give additional support, so children remain engaged and successful.

Staff receive targeted training that strengthens their interactions with children. They have recently completed training focused on enhancing communication and language teaching, and they promote children's language through purposeful everyday interactions. Leaders recognise that this practice is still being embedded and are continuing to support staff to ensure that it becomes fully consistent.

Leaders actively support staff through ongoing curriculum training, which has further increased their confidence. Children, including those with special educational needs and/or disabilities, access all areas of the nursery. Staff provide praise and encouragement, which builds confidence and supports participation. Leaders monitor children's progress and review support strategies regularly. They collaborate with other professionals when needed. This helps ensure that children receive appropriate support and continue to make typical progress from their starting points.

Curriculum and teaching: Expected standard

Teaching in the nursery is typically effective. Staff plan the curriculum to cover all areas of learning and development. Children access activities that support their physical, personal, social and emotional development. Staff intentionally use well-placed furniture to support standing, cruising and early walking. Children push wheelbarrows, climb and explore safely. These activities build balance, coordination and core strength. Staff generally understand child development and adjust learning to meet children's needs. They model language during play, songs and routines, helping children develop vocabulary and communication. Children enjoy singing, take turns and play alongside each other cooperatively. They join familiar routines and feel included. Staff build children's mathematical skills by naming shapes as they make marks in the ground. Older children identify the different shapes that form a whole shape and count the number of sides. Staff model mathematical words such as 'circular' and 'side'. They help younger children count by repeating number names and modelling counting during snack time.

Staff promote children's language through everyday interactions. Children typically develop confidence in speaking and begin to use new words in their play, such as naming objects they see. At times, staff do not fully embed teaching or consistently model language. Their teaching skills are not yet embedded to support children consistently throughout the day. Some sessions are rushed, limiting opportunities to deepen learning. Staff sometimes do not extend children's thinking fully during care routines. Leaders recognise these areas for development and provide guidance, training and support. They monitor teaching and curriculum implementation. They ensure that staff understand the intent of activities and adapt teaching for children with different starting points, including children with special educational needs and/or disabilities or other barriers to learning. Children make progress and participate fully, while leaders continue to embed purposeful, consistent teaching across the nursery.

Achievement: Expected standard

Children explore the garden with confidence, taking safe risks that build their balance, coordination and motor control. Babies engage with sounds and early interactions, showing growing awareness and emerging communication. Toddlers gain confidence in routines and express themselves through songs, play and group activities. Older children identify shapes, use mathematical language and count with increasing accuracy.

Children with special educational needs and/or disabilities, and those known to social care, make progress from their starting points. They use visual supports, join focused small-group activities and apply personalised strategies that help them overcome barriers and build confidence. Across the setting, children develop independence through daily routines and strengthen early skills in mathematics, physical development and social interaction. They show curiosity, motivation and readiness for their next stage of learning, including school, demonstrating steady progress across the curriculum.

Behaviour, attitudes and establishing routines: Expected standard

Leaders typically establish a positive environment where children have secure attachments. Expectations for behaviour are clear and understood by all. Children follow familiar routines, such as self-registration, handwashing and mealtimes, which support their sense of safety and belonging. Babies settle quickly into nursery routines, and staff generally support smooth transitions for sleep and care, helping children feel secure. Toddlers and pre-school children learn to take turns, share and join group activities, developing cooperation and social skills. Staff typically model language and praise positive interactions. They create opportunities for collaborative play around songs, sand and outdoor activities.

Leaders work closely with parents and carers to promote punctuality and regular attendance, ensuring that children access the full curriculum and benefit from their learning. Staff consider children's age, stage of development, individual needs and circumstances when supporting behaviour and engagement. At times, daily routines take over children's enjoyment, such as when they are called away to wash hands for lunch or when younger children's group activities are rushed to get to snack time. Leaders recognise the need to review routines to support children's continual engagement in learning, adapting practices to maintain focus, participation and enjoyment throughout the day.

Children's welfare and wellbeing: Expected standard

Children experience effective care routines that meet their individual needs. Staff respond sensitively to babies and young children, providing warm, nurturing care that supports secure attachments. Babies settle quickly and benefit from consistent feeding, nappy changing and sleep routines tailored to their needs. Key persons know children well and support emotional wellbeing through reassurance and gentle guidance. Staff help children recognise, express and manage their emotions, offering comfort during transitions and group times.

Children develop self-help skills, for example washing hands properly and following reminders to prevent the spread of germs. Children explore the outdoor area safely, developing balance, coordination and confidence in their physical skills. Staff adapt care and routines to support children with special educational needs and/or disabilities or those who face barriers, ensuring that they feel included and supported. Children form secure relationships with staff and peers and develop a well-established sense of emotional wellbeing. Generally, care routines meet individual needs, and staff provide responsive practices. Overall, children are supported to develop physically, socially and emotionally, demonstrating steady progress in health, wellbeing and personal care.

Leadership and governance: Expected standard

Since the last independent school's inspection, leaders have begun to work with their local authority to improve the setting. They review leadership, safety and premises, addressing issues highlighted during the previous inspection. Leaders make changes that strengthen day-to-day running and quality of the nursery. They understand the setting's strengths and identify areas for improvement, particularly communication, language and consistent teaching. They identify priorities for improvement and reflect on areas that need further development to ensure that changes embed over time. Leaders take action to address these areas and monitor the impact of changes. They make decisions in the best interests of all children, including those who are disadvantaged, with special educational needs and/or disabilities or face other barriers to learning.

Leaders prioritise staff's wellbeing and manage workloads to support professional growth and sustain improvements. They provide training, coaching and guidance, modelling practice to improve teaching and interactions. Leaders strengthen routines and enhance the learning environment, introducing resources, such as a sensory room. They track children's progress and review changes to ensure ongoing improvement, focusing on welfare, learning and staff's development.