Bright Little Minds

Inclusion: Expected standard

The setting promotes an inclusive culture where all children, including those with special educational needs and/or disabilities (SEND), are supported to make progress and feel they belong. The knowledgeable special educational needs and disabilities coordinator (SENDCo) sets high expectations and works proactively with staff to identify individual needs quickly. For example, staff recognise children's emerging needs and the SENDCo immediately engages with parents and put strategies in place to support them. The SENDCo works closely with the local authority and other professionals, seeking guidance and acting on recommendations so that children receive timely and effective support. Parents praise the setting's commitment to partnership working and the positive impact this has on their child's development.

Leaders use funding to increase staff ratios to provide focused support for communication and language through targeted one-to-one support. In addition, they purchase purposeful resources, linked to individual targets, for example, a specific low-level accessible climbing frame to support and strengthen children's physical development and accessibility. This helps all children, including those SEND and from disadvantaged backgrounds, make progress. Leaders show strong commitment to giving every child the best chance to succeed. Staff receive ongoing training, which strengthens their confidence in tailoring support and ensures consistency across the team. However, not all staff have a secure understanding of all children's next steps. Although leaders have identified this and are developing strategies to share information across the staff team, some children do not consistently receive precise support.

Curriculum and teaching: Expected standard

The curriculum meets the needs of the children in the setting. Leaders have designed a curriculum that prioritises the prime areas of learning, with a strong focus on language, personal, social and emotional development and independence. Staff teach these skills explicitly, for example even the youngest children know how to remove their jumpers and staff encourage them to practise this confidently. Mathematics is taught clearly and woven into daily routines. At snack time, for instance, children place their names on a number and sit at the corresponding numbered place, strengthening number recognition in meaningful contexts.

Staff provide a wide range of storybooks, indoors and outdoors, to support early literacy and language. Children enjoy familiar stories, such as 'The Three Billy Goats Gruff', and use small-world toys to retell events. However, staff do not consistently provide children with independent access to books to further their early reading and exploration skills.

Physical development is a strong feature of the setting. Their 'Be Fit' programme supports children to build core strength and coordination, and regular visits to local green spaces further develop their physical skills. Leaders continue to seek ways to strengthen physical development. Overall, staff use assessment well and typically plan children's next steps in learning. However, some staff do not consistently implement these, including for those children with special educational needs and/or disabilities to further build on what children already know and can do.

Achievement: Expected standard

Children leave the setting well prepared for the next stage of their learning. Staff use a careful settling-in process to understand each child's starting points and individual needs to support their development across all areas. Children build confidence, independence and the key skills needed for future learning.

Children make positive progress overall. The setting provides meaningful learning experiences that help all children, including those with special educational needs and/or disabilities (SEND) and disadvantaged children, grow in confidence, independence and communication and language, preparing them well for school.

Staff encourage children to explore, investigate and engage with their environment, offering experiences that promote social, emotional, physical and academic development. Children show curiosity and enjoyment, for example, as they compare different heights with friends. Staff support them to measure and discuss which numbers are bigger. However, although leaders recognise the need to strengthen staff's understanding of children's next steps in learning this is not consistent.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a strong culture of respect that supports children to manage their behaviour effectively. Children and staff use sign language throughout the day, helping to build a sense of belonging and inclusion. Children follow daily routines confidently, and younger children learn by watching older peers, such as taking turns in the role-play area. Older children model sharing and cooperation, while staff offer consistent support to help all children play collaboratively and to get along well.

Staff model kindness, respect and positive behaviour. They support children to regulate emotions by getting down to their level, using calm voices and offering comfort, including asking, 'Do you need a cuddle?' Emotional vocabulary is reinforced by staff to help children recognise and name feelings. Staff use everyday practice as purposeful teaching moments, ensuring behaviour is taught consistently and effectively. This contributes to a calm, positive atmosphere.

Staff promote independence effectively. Children practise skills, such as serving food, clearing plates and tidying away toys, with staff explaining why these routines matter. Leaders identify barriers to learning, including attendance, and take positive action to support families, such as through check-in calls or seeking external guidance when needed.

Children's welfare and wellbeing: Expected standard

Leaders have clear policies in place and ensure all staff, including new members, understand and follow them. They create a safe, welcoming environment, where children feel secure and settle quickly. For example, all children, including those new to the setting, show confidence and feel at ease.

Staff prioritise children's welfare in all aspects of care. They respond quickly to children's needs, offering reassurance and maintaining predictable routines that help children feel secure. Although staff meet children's care needs well, leaders recognise that the current arrangements affect children's comfort and overall wellbeing. For example, due to children sleeping in the main room where it is noisy and bright, some children occasionally do not sleep effectively, affecting their emotional regulation. Nonetheless, leaders are reviewing routines and the use of space to ensure children remain warm, rested and comfortable, particularly at sleep and nappy changing times.

Overall, the setting promotes children's welfare effectively to all children, including those with special educational needs and/or disabilities. Staff help children understand and manage their own safety. For example, staff explain to children about the importance of tidying away toys throughout the day to prevent trip hazards. Additionally, they explain to children why they need to use goggles when using hammers with the ice outside.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context and confidently identify both strengths and areas for development. They support staff through purposeful peer-to-peer observations, enabling practitioners to learn from one another and continually refine their practice. Leaders provide regular, meaningful supervision, which promotes a culture of reflection and continuous improvement, contributing to high-quality provision across the setting.

Leaders engage effectively with parents and external professionals, building strong partnerships that support all children's learning, well-being and development, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. This collaborative approach ensures that children receive consistent guidance at home and in the setting, which strengthens outcomes and supports every child to thrive. Parents value the proactive communication and guidance they receive from leaders and staff.

Leaders ensure policies, routines and expectations are communicated clearly so that new and existing staff understand their roles quickly. The induction process is thorough, and leaders monitor how new staff embed learning into daily practice. This careful oversight maintains standards and ensures consistency in children's experiences. Staff comment positively on workload. As a result, all staff contribute positively to the environment, the culture of the setting and the quality of care and learning that children receive each day. Leaders are reflective and considering ways to share information with the growing team to strengthen practice in supporting children's next steps in learning.