Chatter Tots

Inclusion: Expected standard

Leaders and staff work closely with parents and other professionals to consider how to meet the individual needs of all children, including those with special educational needs and/or disabilities (SEND). Staff know their key children well, and they work closely with those responsible for leading practice for children with SEND to identify when children may require additional support. They regularly review children's individual plans to ensure that they reflect the children's progress and identify what they want them to learn next. Leaders and staff make timely referrals for extra support when needed and ensure that additional funding is used to provide children with the help they need to close the gaps in their learning. Staff implement recommendations from external agencies and generally share updates with parents when working towards children's targets.

Leaders meet with staff frequently to discuss their key children's progress, individual needs and any other potential barriers to children's learning and wellbeing. They use what they know about the children to plan how to adapt the support they provide. For example, they consider children's communication, interaction and understanding. They identify that implementing a new system for communication through the use of simple hand signs and symbols will support all children's language development. This helps children to feel a real part of the nursery.

Curriculum and teaching: Expected standard

Leaders have developed a broad and balanced curriculum that supports children's learning across all areas. Staff place a strong focus on promoting children's physical, personal, social and emotional development. Children show they feel safe, secure and confident as they move around the setting to play and explore. However, this is not always the case during some routines, such as coming in from play in the garden. Some children find it hard to manage this change, and it leads to a slightly disordered environment and briefly affects children's engagement.

Staff assess children accurately, identify their next steps and plan activities that build on what children already know and can do. Children access a wide range of experiences that encourage curiosity, creativity, imagination and enthusiasm. The curriculum is largely child led, with adults extending children's interests to create meaningful and enjoyable opportunities. Staff support learning well, offering encouragement to ensure that all children participate.

Staff support children to learn number names and count through everyday opportunities. Older children benefit from more focused small-group activities where they count, identify numbers and sing number songs. Leaders recognise that further staff training would strengthen the delivery of the mathematics curriculum, and this is already planned.

Leaders and staff have also developed an exciting outdoor area, including a bug hotel, mud kitchen, climbing equipment and sensory resources, which promote exploration and physical development. Staff model language effectively, introducing new vocabulary during activities. For example, they offer words such as 'seedling' and 'budding' when planting sunflowers with the children. They also ask simple questions when children are exploring the mud kitchens with different textures and colours, using different implements to experiment to encourage children's communication skills.

Achievement: Expected standard

Children, including those who are disadvantaged or have other barriers to their learning, progress well from their starting points. They gain the key skills needed for their future learning. Typically, children are confident communicators. For example, pre-school children spontaneously approach visitors to show off their artwork, explaining what they have created and the different colours used. From a young age, children learn to manage tasks for themselves, such as putting their coats on for outdoor play and getting a tissue for their noses. Pre-school children pour their drinks, cut their fruit up and put away their rubbish after mealtimes. Two-year-old children develop hand-eye coordination and hand strength with tools, such as stirring the coloured water and scooping it from one container to another and when digging sand. Children are interested and motivated to learn. For example, babies stack cups and get great enjoyment by filling and emptying them again with colourful animals.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create an interesting and inviting environment. They help children learn to share and take turns with their friends and ask for help when required. For example, children approach staff when they are upset that another child has taken their toy or if someone has been unkind to them. Staff generally manage this well, responding gently and fairly. Staff sensitively support children to manage disagreements. They encourage turn-taking and help children learn about managing their emotions through practical strategies, such as coming down to their level and speaking calmly and clearly. However, staff are not always consistent with their reminders. This leads to occasional unwanted behaviour, for example children climbing on furniture. Staff encourage turn-taking and cooperative play, supporting children's personal and social development effectively.

Pre-school children enjoy helping others, such as fetching the paints and aprons for their younger friends to use. Relationships between staff and babies are sensitive and nurturing, helping the youngest children to feel safe, secure and comfortable. For example, staff recognise when babies are tired and offer them their comforters and cuddles until they fall asleep. Parents share positive views about the bonds their children have formed with their key persons.

Leaders implement the new procedures for monitoring children's attendance well. This includes prompt contact with parents to follow up on any absences. Parents are familiar with the nursery's procedures and know to report a child's absence.

Children's welfare and wellbeing: Expected standard

Relationships between staff and children are respectful and warm and promote children's wellbeing. Staff are responsive and caring. They know the children well and support children's individual needs. All children have a strong sense of belonging, including disadvantaged children and those who may face other barriers to their learning and/or wellbeing. Care practices take into account the personal needs of each child. For example, leaders and staff adapt settling-in times and modes of attendance to help children feel settled and secure. Children, particularly babies, feel comfortable to go to their key person for cuddles when they are upset or need reassurance.

Children know the daily routines and practise self-care skills confidently, such as washing their hands before eating, and they help to tidy up. However, staff do not always give full consideration of children's family and community culture to promote children's identity and self-worth.

Leaders and staff encourage healthy eating. They offer nutrition advice to parents who provide packed lunches and ensure that the menu for hot meals and snacks is nutritious. They are clear about children's individual dietary needs and any adaptations they require to promote their health and welfare. Children enjoy being active during daily outdoor play. Staff encourage and support them to develop their strength, balance and coordination in the fresh air.

Leadership and governance: Expected standard

Leaders reflect accurately on the nursery. They identify areas for improvement, such as to develop the quality of the delivery of the curriculum for mathematics. Parents comment positively about their children's progress. However, staff do not consistently incorporate all children's backgrounds and cultures and community into the curriculum.

Staff report that leaders prioritise their welfare and wellbeing, providing support for them personally and professionally. Consequently, staff morale is high, and they enjoy coming to work. Leaders provide effective support and coaching for staff, which enables staff to reflect on their practice and share their ideas. Leaders listen to staff and use their individual interests and skills to enhance children's care and learning. For example, leaders have implemented a new system for communication through the use of simple hand signs and symbols. This has successfully supported children with special educational needs and/or disabilities and children who speak English as an additional language to communicate their needs.

Leaders and staff carry out risk assessments of the premises and activities to ensure that children are safe and secure at the nursery.