Willow Tree Day Nursery

Inclusion: Expected standard

Practitioners get to know children and parents very well from the start. They find out what children already know and can do both at the nursery and at home. Practitioners observe children regularly in their play so that they swiftly identify any gaps in learning. Leaders use a range of strategies to support children with special educational needs and/or disabilities, and those facing other barriers to their learning and wellbeing, including children known or previously known to social care. For example, they work closely in partnership with outside agencies as needed. They seek advice and guidance from other professionals about actions to take to support individual children at the nursery. Parents are fully involved in discussions with practitioners and contribute their own ongoing observations of children at home.

Leaders use additional funding effectively to promote disadvantaged children's interests and help engage them in learning opportunities. For example, they identified that those who prefer to learn outside would benefit from enhanced provision. As a result, they are making changes to the garden areas. These improvements enable children to access learning outdoors in all weathers. Practitioners adapt activities to support children's wellbeing. For instance, they focus on ensuring transitions between routines, and when children move into a new room, are as smooth as possible. They use books and stories to help children understand about forthcoming changes such as starting school.

Curriculum and teaching: Expected standard

Leaders comprehensively identify what children need to learn across all areas of learning to help prepare all children, including those with special educational needs and/or disabilities, for future learning. Generally, practitioners understand the curriculum and the learning outcomes expected for children. They identify appropriate and relevant, group and individual, next steps for children that will help them to progress. These are typically shared with parents. On occasions, practitioners' interactions with children, do not consistently ensure that learning experiences are fully developed and extended throughout activities and routines. For example, older children use their fine motor and independence skills well to chop up fruit with supervision and guidance from practitioners. However, opportunities for children to widen their vocabulary during the task are not supported as successfully.

Communication and language skills and personal, social and emotional development are priorities at the nursery. Practitioners plan learning using themes based on children's interests, such as where animals live. This motivates children to learn and helps them to understand more about the world around them. Practitioners focus on encouraging all children, including those with special educational needs and/or disabilities, to become confident to communicate their needs.

Typically, practitioners introduce counting into daily routines. For instance, children are asked to solve the problem of how many bowls they will need for their friends at lunchtime. Overall, practitioners do not promote opportunities for children to investigate further mathematical concepts such as size, shape and measure as effectively.

Achievement: Expected standard

Typically, children develop the knowledge and skills that they need for future learning, including those with special educational needs and/or disabilities or with other barriers to learning. Overall, they make progress from their starting points across the areas of learning. Children gain independence skills, such as toilet training and handwashing. They take responsibility for small tasks. For instance, they help to prepare snacks and meals and set tables for lunch. Older children competently serve themselves with food and pour water carefully into open cups. Babies feed themselves and learn to use spoons.

Babies and children listen with pleasure to favourite stories. This helps them to hear a rich range of language. Babies move their hands to join in with action rhymes. Older children sing and play instruments to accompany the songs. This supports the development of communication and language skills, in the main. Children generally gain some mathematical skills, such as counting.

Behaviour, attitudes and establishing routines: Expected standard

Practitioners ensure that children, including those facing barriers to their learning and wellbeing, are confident to follow routines and understand what is expected of them. For example, children say 'you need to join the line' when moving between indoor play areas and the garden. Children of all ages sit sociably together during mealtimes. Practitioners demonstrate polite manners and are positive role models. Children are helpful, for example, they hand out cutlery to their friends to prepare for lunch. Older children help to clear away their plates after meals. During outings, young children hold hands with adults and wear colourful vests to identify them easily in groups. Practitioners talk to them about keeping themselves safe. They adapt activities and routines to ensure that these are inclusive. For instance, they provide children with alternative choices to encourage them to take part fully in routines.

Generally, children's behaviour meets the high expectations at the nursery. Occasionally, practitioners give young children gentle reminders about using kind hands and words and explain why this matters, in ways that they can understand. Children respond well and get along with each other happily. They form firm friendships with each other and trusting relationships with practitioners. Children cooperate willingly with routines, such as wearing hats and sun cream outdoors. Leaders and practitioners communicate effectively with parents, such as through a regular newsletter, which helps to support parents' understanding of the importance of punctuality and good attendance and their role in continuing learning at home.

Children's welfare and wellbeing: Expected standard

Leaders and practitioners offer ongoing support for parents and carers. There are regular exchanges of information, including at parents' mornings in the nursery, as well as at drop off and collection times. In addition, an online system enables both home and nursery to share observations and feedback. Settling-in sessions are designed to support a smooth transition from home to nursery and ensure practitioners know how to help children to develop a sense of belonging through following individual needs and interests. The key person role is well-established to promote trust and confidence with babies, children and parents. Practitioners support children to recognise and manage their own feelings, such as by reading them relevant books.

Key people implement safe sleeping and eating practices and adapt arrangements to suit each child, including those with special educational needs and/or disabilities, and those facing other barriers to their wellbeing. They supervise babies and children carefully while they rest and refresh, ready for more fun, and throughout mealtimes. Older children help to prepare their nutritious snacks and meals and find out about healthy choices. For example, children prepare and mix ingredients for a crumble, including fruit and oats, that they later enjoy for their pudding. They know to follow good hygiene procedures before and during the baking activity.

Leadership and governance: Expected standard

Leaders reflect on the quality of the nursery provision and identify any strengths and areas for improvement clearly. They are highly responsive to feedback that they collect, including from parents, children, practitioners and other professionals. Leaders work closely with local schools to prepare for children's move onto the next stage of learning. Generally, leaders make detailed plans to prioritise actions that will make the greatest difference to outcomes for children and the wellbeing of practitioners. They support practitioners to manage their workload through supervision, coaching and mentoring. Practitioners access training opportunities that enhance their ability to carry out their role. However, leaders do not sharply focus the professional development programme to ensure consistency in teaching across the curriculum, particularly in mathematics.

Leaders work closely in partnership with other professionals, and with families, to promote children's wellbeing and learning and development. They know where to source specialist advice to meet all children's needs, including those facing barriers to learning or who are currently (or previously) known to social care. Parents feel well-informed about their children's experiences and progress. They value the positive relationships between children, themselves and the nursery. Leaders continuously review the impact of improvements and make further changes as needed.