Willowbrook Nursery

Inclusion: Expected standard

Leaders have a secure understanding of how to promote inclusion for all children, regardless of their starting points or any special educational needs and/or disabilities. They have effective systems in place to identify and assess emerging needs at an early stage. Leaders ensure that they make effective use of regular observation and assessment to ensure that children who require additional help make progress from their individual starting points.

Leaders show a clear commitment to working in partnership with external agencies. They are knowledgeable about the processes involved in securing additional support, including the process for education, health and care plans, and provide appropriate guidance to families as they navigate these. Leaders speak confidently about the support they have provided to children and families, particularly in relation to emotional wellbeing and pastoral care.

Staff are well supported by leaders to implement individual education plans effectively. They work collaboratively with local authority professionals and other specialists to ensure that strategies are applied. As a result, children with additional needs are supported appropriately and are generally able to access the curriculum alongside their peers.

Curriculum and teaching: Expected standard

Leaders have developed a clear, age-appropriate curriculum for each room, with an overarching weekly theme that runs throughout the setting to provide continuity in children's learning. In the baby room, staff know the children well and use their knowledge to plan effectively for individual next steps. This supports babies to make secure progress, particularly in their communication and language, personal and emotional development and physical skills. Babies form strong attachments and are supported sensitively when they are both physically and emotionally ready to transition into the toddler room.

In the toddler room, the curriculum builds appropriately on children's prior learning and supports the next stage of development. There are opportunities for children to access activities that promote learning, including age-appropriate maths and literacy as well as continued development of their communication and personal and social skills. Staff provide a suitable range of resources to support children's growing independence and curiosity.

In the pre-school room, the curriculum is sequenced to build on what children already know and can do, with an increasing focus on preparing them for school. Activities are designed to support and embed early literacy and mathematical skills.

Although leaders have clear expectations for children's learning, staff do not always identify and make the most of key teaching opportunities. As a result, children are not consistently supported to make the progress they are capable of.

Achievement: Expected standard

Babies are well supported to make progress. Staff provide appropriate experiences, including daily outdoor access through local visits, that promote communication, physical development, and personal, social and emotional development, enabling babies to build secure foundations for future learning.

Children in the pre-school room are developing key skills in readiness for their transition to school. They access opportunities to embed early literacy and mathematical understanding, which supports their future learning.

Staff support children appropriately to practise these skills. However, there are occasions where opportunities to extend children's learning across both the toddler and pre-school rooms could be strengthened further to ensure consistently high levels of achievement and help children achieve their full potential.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well across the setting and demonstrate kindness and consideration towards their peers and the adults.

In the pre-school room, children take pride in the responsibility of the role of 'happy helper'. They are given opportunities to nominate their peers for this role and can explain their reasons, promoting a sense of fairness and respect. Children respond positively to this responsibility. Children in the pre-school room demonstrate positive levels of engagement. They listen attentively during circle time, confidently contribute and ask questions to extend their understanding.

In the toddler room, staff support children effectively to manage minor conflicts. They use positive reinforcement and clear explanations to help children understand expectations and resolve disputes. When disagreements occur, staff intervene promptly, encouraging children to apologise and guiding them towards appropriate solutions, such as finding alternative resources. This helps children to begin to develop an understanding of sharing and turn-taking.

When children with special educational needs and/or disabilities require adjustments to established routines. Staff manage this appropriately, ensuring that these children are able to access the daily routine while minimising disruption to others.

Leaders recognise the importance of regular attendance and have appropriate procedures in place to monitor patterns and follow up any concerns, helping to support children's continuity of learning.

Children's welfare and wellbeing: Expected standard

Children's wellbeing and welfare are managed effectively within the setting. Children are settled, engaged in their play and demonstrate positive relationships with their peers. Older children collaborate well, for example when working together to build vehicles using construction resources, showing cooperation and shared thinking.

Leaders and staff develop close, supportive relationships with children and their families. This helps to promote continuity of care, particularly for the youngest babies, who benefit from consistent and nurturing interactions. Staff attend to babies' hygiene needs carefully, ensuring their comfort and wellbeing at all times. Older children are provided with some opportunities to develop independence in their self-care and hygiene routines, although these could be extended further.

Mealtimes are social and inclusive, with children from the toddler and pre-school rooms coming together for snack and lunch. This supports children's sense of community and belonging. While there are opportunities for children to develop independence and learn about healthy lifestyles, these are not always fully maximised. At times, interactions between staff and children during mealtimes are limited, reducing opportunities to extend learning and promote children's understanding of healthy choices.

Leadership and governance: Expected standard

Leaders have a secure understanding of their roles and responsibilities, particularly in relation to safeguarding and inclusion. They can confidently articulate how procedures are implemented in practice and are confident in providing examples of how they would look in practise. Leaders ensure that a culture of safeguarding is embedded effectively in the day-to-day running of the setting.

Leaders are passionate about supporting children to achieve their full potential and ensure that they are provided with opportunities to learn, develop and make progress. Leaders are reflective about the curriculum and considers ways to make links across each room to consolidate learning.

Staff speak positively about the leadership, describing the leader as supportive and appreciative. They report feeling valued in their roles, which contributes to high levels of staff retention. Staff understand the ethos of the setting and share the leaders' high expectations. In most cases, these expectations are met, although there is scope to ensure greater consistency across all areas of practice.

Parents speak highly of the setting and its leadership. Strong partnerships are established, supporting effective communication and continuity of care. Leaders have implemented a clear transition process between rooms, ensuring that children are supported as they move through the setting. They also work in partnership with local schools to support older children in their transition to the next stage of their education.