Woodlings Nursery

Inclusion: Expected standard

Leaders identify children's emerging and changing needs quickly and accurately. They have high expectations for all children, including those with special educational needs and/or disabilities, those who may be disadvantaged and those who face barriers to their learning or wellbeing. Staff know children well and use this knowledge to make purposeful adaptations that help them participate fully in daily routines. Adults use Makaton to support communication, introduce visual cues and timers to aid attention, and adjust activities to meet sensory needs. These approaches help children feel secure, understood and able to engage.

Leaders work closely with external specialists and implement their advice effectively. They have reorganised parts of the environment to reduce noise and create calmer spaces, following guidance from local partners.

Staff attend special educational needs and/or disabilities coordinator networks and relevant training, strengthening their understanding of children's needs and supporting the graduated approach. Leaders recognise that speech and language needs in the local area are increasing, and they have aligned staff training and curriculum priorities accordingly.

Children with additional needs are fully included in the life of the setting. Staff monitor progress and review adjustments regularly to ensure support remains appropriate. Parents speak positively about the inclusive practice, noting strong communication, consistent use of strategies such as Makaton, and a supportive approach that helps their children feel confident, secure and included.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that reflects the needs of the children who attend. Each room has a clear developmental focus, and staff understand the broad intentions for communication, independence and emotional development. In the baby room, staff support early communication through warm, responsive interaction, encouraging babbling, gestures and first words. Toddlers experience a curriculum centred on confidence, early language and physical development, with simple concepts, such as 'colour of the week', helping them build early categorisation skills. Pre-school children benefit from themes, such as 'colour monsters', which help them explore emotions, develop vocabulary and settle into routines.

Staff model language effectively, using positional words during construction play and counting through touch during play and routines. They adapt teaching to children's needs, such as using visual cues and targeted questioning to extend thinking. Leaders have engaged in relevant training, including communication and language, and how to use sensory profiles, and staff can describe how this informs their practice.

Leaders are working to strengthen a shared understanding of the curriculum and how it is implemented, so that teaching is consistently intentional and progressive. Children achieve well in many areas because staff use assessment well to identify their next steps. For example, children learn how to use scissors, supported well by a staff member, and leaders are continually working to provide consistent learning so that all children, including those with additional needs, continue to make progress from their individual starting points.

Achievement: Expected standard

Children make steady progress across the nursery. Babies develop early independence and fine motor skills, for example, they confidently use a fork to spear their food. They show emerging social skills through simple turn-taking games and demonstrate curiosity in sensory play. Toddlers build confidence in exploring their environment and begin linking words together, supported by adults who model language and encourage communication. Pre-school children demonstrate sustained attention, imaginative thinking and growing emotional literacy. For example, children link their drawings to feelings and collaborate on building marble runs, showing progress in communication, problem-solving and social development.

Children become fascinated by things and staff ensure they have opportunities to explore these interests further. For example, they look for ladybirds outside together and get very excited. Children enjoy their learning and have many opportunities to develop their next steps in learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and show positive attitudes to learning because staff create a calm, predictable environment and actively model the behaviours they want children to use. Warm, trusting relationships underpin this. Babies seek comfort from familiar adults, who respond quickly and sensitively, helping them feel secure enough to explore. Staff build toddlers' independence through clear routines and opportunities to do things for themselves, such as finding their own cup and pouring their own drink. Staff narrate social expectations so children begin to understand turn-taking. With pre-school children, staff join play purposefully, offering language, ideas and gentle guidance that help children collaborate, negotiate roles and share thinking. Staff sit alongside children cutting confetti or rolling dough, modelling expressive language and supporting cooperative play. Consistent strategies like positive reinforcement, clear boundaries and well-timed interactions, help children regulate their emotions and stay engaged.

Daily routines strengthen children's understanding of expectations. Snack and lunchtime structures promote independence as children pour drinks and use cutlery. Staff model language throughout the day and prompt communication, reinforcing positive behaviour and perseverance. Children show curiosity, imagination and enjoyment in their play, demonstrating that they feel safe and confident. When a child accidentally hurts another, staff respond immediately and sensitively, modelling empathy and supporting both children to resolve the situation. Leaders remain focused on strengthening consistency and work closely with parents to support regular attendance.

Children's welfare and wellbeing: Needs attention

During eating routines, adults are sometimes briefly distracted, leaving children momentarily out of sight. This means the children are unsupervised while eating for brief periods and this may lead to an increased risk of choking. Staff follow safe sleeping routines consistently and in line with recognised guidance. Babies are placed on their backs to sleep, with their faces kept clear and bedding arranged safely to reduce risk. Adults remain close by, checking on sleeping children regularly and recording these checks as required. Sleep spaces are calm, uncluttered and supervised so that babies rest safely and comfortably throughout the day.

Children experience warm, nurturing relationships with staff, who know them well and respond sensitively to their emotional needs. Babies benefit from close, reassuring interactions. Staff support early communication and comfort unsettled children effectively. Children show that they feel valued. They seek reassurance from familiar staff and respond positively to praise. Staff adapt interactions thoughtfully for children with special educational needs and/or disabilities, using strategies, such as visual cues, to help them feel secure. A positive example of this is when a baby proudly uses their fork to spear a carrot and staff celebrate their achievement, reinforcing the child's confidence and independence.

Leadership and governance: Needs attention

Supervision during eating is not yet consistently secure, with rare occasions where children are left briefly out of sight. Leaders recognised that this is a priority and took immediate steps to remind staff and strengthen routines and staff deployment. They also acknowledge the need to accelerate improvements in the outdoor area so that preparation, safety checks and purposeful resources are reliably in place at the start of each session. Leaders aim to embed the high standards they expect and ensure that effective practice is sustained across all aspects of the provision.

Leaders show many strengths that contribute positively to the overall quality of the provision. They create a warm, inclusive culture where staff feel valued, supported and confident in their roles. Leaders prioritise professional development, ensuring staff receive regular training in communication, special educational needs and/or disabilities, safeguarding and behaviour, which helps to maintain consistency across rooms.

Leaders monitor practice, using observations and discussions to identify what is working well and where further development is needed. They respond swiftly to concerns, and model their expectations, maintaining clear systems that support children's wellbeing and safety. Communication with parents is positive and effective, and leaders work effectively with external agencies to ensure children receive timely support.

Leaders use local authority information about weaker starting points to shape improvement priorities, focusing on communication, reading, writing and gross and fine motor development. Staff can describe children's next steps clearly, including those with emerging special educational needs and/or disabilities, and adapt interactions to support progress. Leaders monitor children's development and use external guidance when needed to refine provision.