Woodlands Nurseries - Waterfall House

Inclusion: Strong standard

Leaders have established a clear and inclusive culture where children's individual needs are identified promptly and supported effectively. Robust assessment procedures on entry enable the early identification of children with special educational needs and/or disabilities (SEND) and those with emerging needs. Leaders implement a well-embedded approach, using assessments and ensuring that individual plans are tailored, reviewed and adapted, in partnership with parents and external professionals, including speech and language therapists and local authority inclusion advisers.

Leaders and special educational needs coordinators take effective action to reduce barriers to learning and wellbeing. They ensure that reasonable adjustments, including visual timetables, targeted communication groups and access to sensory areas and spaces for regulating feelings, are matched to children's needs. Leaders use their knowledge of child development to guide staff practice and strengthen support for children with SEND. Staff training enables practitioners to support children confidently.

Leaders rigorously monitor progress and use precise assessment information to evaluate the impact of support and adapt strategies promptly. Early years pupil premium funding is used purposefully to address barriers and improve engagement. Leaders work effectively with external agencies to support vulnerable children. As a result, children make strong progress from their starting points over time, showing improved communication, engagement and independence.

Curriculum and teaching: Expected standard

Leaders have designed a broad and coherent curriculum that reflects the learning and development requirements of the early years foundation stage. The curriculum builds progressively on what children know and can do, ensuring that they gain the knowledge and skills needed for their next stage of learning. Practitioners demonstrate a secure knowledge of child development and use this to plan purposeful activities that reflect children's interests and developmental stages.

Leaders prioritise communication and language across the provision. Practitioners model vocabulary, engage children in meaningful conversations and use stories, songs and discussion to extend children's learning. For example, younger children are supported to use gestures and single words, while older children are encouraged to use longer sentences and describe their ideas. Practitioners support early mathematical understanding by encouraging children to count, recognise quantities and use language such as 'more', 'less' and 'full' during everyday play and routines.

Practitioners adapt teaching appropriately for children with special educational needs and/or disabilities and those facing other barriers to learning by implementing targeted support. Leaders monitor the quality of teaching and provide relevant training to strengthen practice. As a result, teaching supports children to access the curriculum and develop the knowledge and skills needed for their next stage of learning.

Achievement: Expected standard

Children make steady progress from their starting points across the areas of learning. The curriculum enables children to secure key skills, particularly in communication and language. Most children develop the knowledge and confidence they need to move on to their next stage of education.

Children who may be disadvantaged and those with special educational needs and/or disabilities make progress in their development. They become more confident in participating in routines and activities, interact more with adults and peers and are increasingly able to access learning alongside others. Children who start with lower levels of development show improvement over time, particularly in their communication, engagement and independence.

Children develop early literacy, mathematical awareness and personal, social and emotional skills. They begin to recognise numbers, use mathematical language and engage in counting during play. They listen attentively, follow simple instructions and take turns during activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and positive environment where expectations for behaviour are clear and consistently reinforced. Practitioners model respectful interactions and support children to understand routines and boundaries appropriate to their age and stage of development. For example, during group times and daily routines, practitioners encourage children to listen, take turns and respond to simple instructions, helping them understand expectations.

Children behave well and are developing the ability to share, take turns and cooperate with their peers. They show positive attitudes to learning, engaging in activities and sustaining their involvement in play. Secure relationships with staff help children feel safe and confident, and they respond positively to adult guidance. Children are increasingly able to manage their feelings and behaviour. Those who need additional support benefit from strategies such as visual timetables and consistent routines that help them to understand what is happening next and support smoother transitions.

Routines are well embedded and help children feel secure. Children move confidently between activities and follow daily routines with increasing independence. Leaders promote the importance of attendance and punctuality and work with families to support regular engagement. As a result, children remain engaged in their learning and participate positively in daily experiences.

Children's welfare and wellbeing: Strong standard

Leaders take swift action when any concerns are raised. They ensure that procedures are accurately followed so that risks to children are minimised and their wellbeing is safeguarded. Leaders prioritise children's welfare and ensure that care practices meet children's individual needs. Secure and responsive relationships between key persons and children help children to feel safe and emotionally supported. Staff respond sensitively to children's cues, offering reassurance, comfort and support when needed.

Staff consistently embed well-structured daily routines that help children to develop healthy lifestyles. During mealtimes, staff encourage children to use cutlery independently and make healthy choices. Younger children clearly understand the mealtime routines as they take turns to pass the plates of food along the table to their friends. Older children serve their own food and make choices about how much they want to eat. Staff make any adaptations needed to support children with special educational needs and/or disabilities (SEND). Consequently, all children's wellbeing is carefully considered. Staff sit with children, promoting social interactions and ensuring their safety while eating. Regular opportunities for outdoor play support children's physical development, helping them to build coordination and confidence.

Staff successfully support children to recognise and manage their emotions through consistent routines and targeted strategies. For example, they use visual timetables and a 'Now and Next' board to help children to understand what is happening next. Children who need additional support, including those with SEND, benefit from access to a sensory and regulating space to manage their feelings and emotions before rejoining activities. As a result, children feel safe, develop emotional resilience and are supported to thrive in a nurturing environment.

Leadership and governance: Strong standard

Leaders demonstrate a clear commitment to ensuring that the statutory requirements of the early years foundation stage are consistently met and to improving outcomes for children. They understand the setting's strengths and areas for development and take appropriate action to bring about improvements. For example, leaders have strengthened support for children with special educational needs and/or disabilities by developing targeted strategies, including the use of visual supports and sensory spaces, which help children to engage more confidently in activities.

Leaders' strategic overview ensures that children's interests are at the forefront, while supporting staff through targeted supervision arrangements and training. Consequently, staff understand their roles and responsibilities. Leaders take prompt action when any concerns arise. Staff's robust understanding of safeguarding procedures ensures that children's welfare is safeguarded effectively.

Leaders actively monitor the quality of education through regular supervisions and professional development, such as for communication strategies and managing behaviour. This action has improved staff's confidence in supporting children's communication and emotional development, resulting in improved interaction and better engagement for children.

Leaders organise regular events and outings, including visits to the local library and zoo, to extend children's learning, strengthen partnerships with parents and support children's confidence and engagement in new experiences.

Leaders are mindful of staff wellbeing and workload and provide ongoing support through open communication. They work effectively with external agencies and families to secure appropriate support for children, particularly those facing barriers to learning. As a result, leadership is highly effective in maintaining the quality of provision and supporting positive outcomes for children consistently.