Early Learners Nursery (Wigan) Limited

Inclusion: Expected standard

Staff use specialist language assessment tools, observations and discussions with parents to identify children's individual needs and any barriers to learning and wellbeing. They work closely with families and other professionals to agree appropriate strategies and achievable next steps that reflect children's emerging and changing needs. Staff review children's progress regularly and adapt support where needed. This helps children make progress from their individual starting points. However, inconsistencies in routines and expectations can limit some children's engagement in learning and, therefore, the progress they make.

Leaders and staff create an inclusive culture where children and families feel welcomed and valued. They work closely with speech and language therapists, physiotherapists, paediatricians and health visitors to ensure children receive the support they need. Strategies are shared with parents to promote a consistent approach at home and in the setting, helping children build on what they know and can do across both environments. For example, staff provide individual sensory resources to help children regulate their emotions and engage in learning.

Information is prepared in different languages to help families understand and access the support available. Leaders persevere in building positive relationships with families who are initially reluctant to engage with support. They know disadvantaged children, children with special educational needs and/or disabilities, those who speak English as an additional language and children known, or previously known, to children's social care well. This helps to reduce barriers to learning and wellbeing, so children participate fully in the life of the setting.

Curriculum and teaching: Expected standard

Leaders have developed an inclusive curriculum that reflects children's interests, age and stage of development. Staff understand children's individual starting points and typically use this knowledge to plan their next steps in learning. This helps children develop the knowledge and skills they need as they move through the setting and prepares them for their next stage of learning.

Staff interactions place a strong focus on communication and language, personal, social and emotional development, physical development and early mathematics. Babies enjoy songs, stories and musical activities that encourage them to repeat simple words and sounds. Older children investigate bugs and natural materials outdoors, where staff introduce mathematical language, such as 'heavier' and 'lighter', and encourage children to test their ideas. Children strengthen their physical skills as they balance, climb and explore different equipment. Staff build on children's interests through discussions about different sports and occupations, helping them develop their understanding of the world. However, staff do not always recognise when they need to adapt their teaching to maximise children's learning, particularly during larger group times. When some children become disengaged, staff do not consistently adapt their interactions or teaching quickly enough to re-engage them and build on what they already know and can do.

Achievement: Expected standard

Children typically make progress from their starting points. They develop the knowledge and skills they need for the next stage in their learning. Children become increasingly independent as they make choices in their play, manage aspects of their own self-care and confidently explore the environment. They communicate their ideas with growing confidence and develop their vocabulary through conversations, stories and interactions with staff and peers. Children listen attentively and increasingly express their thoughts, ideas and experiences. They investigate, solve problems and develop increasing physical control as they use a range of tools and equipment throughout the setting. Some children do not always benefit fully from learning opportunities. As a result, they do not consistently build on their knowledge and skills as well as they could.

Children with special educational needs and/or disabilities, those who speak English as an additional language and children who receive additional support participate fully in the life of the setting. Individual strategies help reduce barriers to learning and wellbeing so children make progress from their starting points alongside their peers.

Behaviour, attitudes and establishing routines: Needs attention

Leaders have introduced changes to strengthen teaching in this area of the setting's work. However, these are at an early stage and it is too soon to determine their impact. As a result, approaches to supporting children's behaviour and establishing routines are not yet implemented consistently across the setting. This is particularly evident during transitions and larger group times. Staff do not always recognise when children become disengaged or adapt their interactions to help children understand what is expected of them. This means children do not consistently develop the positive attitudes and learning behaviours they need to engage fully in activities.

Babies are emotionally secure and form warm relationships with staff. They respond positively to familiar adults who provide reassurance and comfort when needed. They play cooperatively, sustain their engagement in activities and show consideration for others. Staff support children to recognise and talk about their emotions through everyday interactions and stories. However, staff do not consistently help children understand why expectations are important or explain how their behaviour affects others.

Leaders monitor attendance regularly and work closely with families where attendance becomes a concern. They work with parents and other professionals, where appropriate, to reduce barriers to attendance. This helps children access the learning and experiences the setting provides.

Children's welfare and wellbeing: Expected standard

Staff know children well and provide care that reflects their individual health, care and dietary needs. Babies' records clearly identify their weaning stage and dietary requirements, helping staff provide consistent care throughout the day. Allergies and dietary requirements are managed effectively, enabling children to eat safely alongside their peers. Staff work closely with parents to promote healthy lifestyles and share information about healthy eating, oral health and accessing local dental services. This helps children develop healthy habits and supports their ongoing health and wellbeing.

Children's physical wellbeing is typically promoted well. Babies, in particular, benefit from nurturing and responsive care that supports their emotional wellbeing and helps them quickly develop secure attachments with staff. Staff help children understand how to keep themselves and others safe during everyday play, including when using outdoor climbing equipment. They understand how changes in children's family circumstances can affect wellbeing and work closely with parents and other professionals to provide consistent support. Leaders ensure children's individual care needs are reviewed regularly and shared with staff. As a result, children receive consistent care and feel safe, secure and well cared for.

Leadership and governance: Expected standard

Leaders maintain effective oversight of the setting. They understand its strengths and identify priorities that continue to improve children's experiences. Leaders follow effective recruitment, induction and probation procedures to help ensure staff are suitable for their roles. They monitor staff through probation reviews, peer observations and regular discussions. Professional development is tailored to individual roles and the needs of the setting. For example, staff moving rooms receive relevant training before taking up their new roles, while in-the-moment coaching helps staff reflect on and strengthen their practice.

Leaders have identified the need to strengthen how staff support children's behaviour and engagement. They have recently introduced strategies to promote consistent routines and expectations and provide ongoing coaching and support to staff. Leaders monitor the implementation of these approaches as part of their improvement work.

Leaders use additional funding effectively to purchase specialist equipment and resources that meet children's individual needs. This helps children participate fully in the life of the setting. Leaders promote staff wellbeing through an open and supportive culture and respond positively when staff require additional support or reasonable adjustments.

Leaders promote positive partnerships with parents from the outset. They gather detailed information during the settling-in process and maintain regular two-way communication through daily discussions and the online app. Information shared by parents helps staff tailor children's experiences, while strategies shared by staff support children's learning and wellbeing at home. Leaders work closely with external agencies to ensure children and families receive coordinated support when needed. This collaborative approach helps provide children with consistent experiences at home and in the setting.