Early Learning Steps Sutton Valence

Inclusion: Expected standard

Leaders create an inclusive environment for all children, including those with special educational needs and/or disabilities (SEND) and those who face additional barriers to learning. They identify children who may have SEND promptly and, in partnership with parents, implement support and/or health care plans that provide targeted additional support. Leaders monitor these plans carefully and refer families to external professionals for specialist advice, when children make limited or no progress.

Leaders have recently introduced signing to support children's communication. Staff also use additional aids, such as communication boards, to support all children, including those who speak English as an additional language. Leaders have the skills and knowledge required to identify and support children with SEND. However, some staff do not consistently apply recommended strategies or use the available resources effectively. All staff have received training in specific aspects of care to meet individual children's needs.

Professional working relationships with external agencies and the local authority's SEND department are maintained by leaders. These partnerships enable leaders to seek advice from relevant professionals and provide parents with appropriate guidance.

Additional funding is used effectively to support children and their families. Leaders purchase resources that support families, reflect children's interests and encourage speech and language development.

Curriculum and teaching: Expected standard

Leaders set high expectations for all children, including those with special educational needs and/or disabilities and those who face other barriers to learning. They discuss children's interests and preferences with parents and incorporate this information into daily activities. For example, in response to children's interest in vehicles, staff provide opportunities for them to fill trucks and diggers with sand and transport it around the setting. Staff observe children as they play and learn, identify their next steps and share this information with parents.

Staff use effective teaching strategies to help children achieve their next steps, but they do not consistently extend children's learning. For example, children enthusiastically search for plastic minibeasts in shaving foam. Staff develop children's vocabulary by identifying and naming each creature. However, staff do not extend the activity by encouraging children to search for real creatures in the garden. Children also take part in activities that develop fine motor skills, such as using paintbrushes to clean digger wheels. However, staff do not introduce mathematical language, such as by discussing the wheels' shapes and sizes. Staff speak clearly, allow children time to think and respond to questions and model correct pronunciation.

Staff promote children's physical development effectively. They provide an age-appropriate range of ride-on toys outdoors. Children negotiate space, practise balancing on beams and navigate the obstacle course, with support when needed.

Achievement: Expected standard

Children make steady progress across all areas of learning. Younger children become increasingly confident as they progress from indistinct words and short phrases to clear, well-articulated sentences. They listen to and follow instructions, demonstrating their understanding. Staff use signing and communication boards to support children with special educational needs and/or disabilities and those who face other barriers to learning.

Children systematically develop the knowledge and skills they need for the next stage of their education, including school. They become increasingly independent and follow established routines. Children concentrate well during activities. For example, they persevere when using scissors to cut paper, adjusting their grip to achieve the cut. Mark making and modelling dough strengthen the muscles in their fingers and prepare them for future learning, including early writing.

Children develop the skills they need to manage their personal hygiene independently. They wipe their noses, dispose of used tissues appropriately, recognise when to wash their hands and open their food packets at lunchtime.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set high expectations for behaviour. They model respect and kindness and remind children to use 'kind hands'. Staff build strong relationships with children, who enjoy their company and readily seek comfort or reassurance. As children progress through the nursery, they develop collaboration and turn-taking skills. Younger children play contentedly alongside one another, while older children take turns sending cars down a ramp.

Staff warmly welcome children who are new to the nursery, helping them settle quickly. They offer specific praise, such as recognising good listening, so that children understand expectations and develop a strong sense of belonging.

Staff establish and maintain consistent routines. For example, children follow clear routines when preparing for snacks and lunch. Children also make independent choices about their activities. They show consideration and empathy; for instance, one child noticed that a baby doll was missing its mother and remarked, 'poor thing'. Parachute games provide further support for children to develop the skills of collaboration and turn-taking.

Leaders maintain strong relationships with parents. They investigate unexplained absences to confirm that children are safe and emphasise the importance of regular attendance. This approach supports a successful transition to school.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise the wellbeing of every child, including those with special educational needs and/or disabilities and those who face other barriers to learning. They know each child and family well and refer families to appropriate support, when difficult circumstances arise. Staff work closely with parents to manage transitions, such as stopping the use of a dummy or learning to use a potty. This partnership ensures continuity of care between home and the nursery. Children build warm, trusting relationships with their key person and other staff. They readily seek reassurance from any member of staff, strengthening their sense of belonging and security.

Staff teach children to recognise and manage risks. For example, they remind children to walk indoors to prevent trips and falls. Staff also provide frequent opportunities for outdoor play in the sunshine and fresh air. Leaders offer healthy snacks and provide water or milk, which children learn to pour independently.

Children are helped to recognise and regulate their emotions. When children become frustrated or behave inappropriately, staff respond calmly, offer gentle guidance and reinforce clear expectations. This consistent approach promotes children's emotional wellbeing.

Staff make mealtimes positive social occasions. They sit with children during lunch and encourage conversation about the morning's activities. Children recall experiences such as painting and observing shaving foam turn blue. Staff promote independence by encouraging children to open their own food containers. Parents provide healthy lunches.

Leadership and governance: Expected standard

Leaders evaluate the nursery realistically and understand both its strengths and its areas for development. They place children at the centre of their work and remain available to families and staff. Leaders have identified the need to communicate children's next steps to parents more clearly and to celebrate children's achievements more effectively, and they have begun this work. The calm, nurturing environment helps children settle quickly and benefit fully from the activities available.

Leaders have completed appropriate training to strengthen their support for children with special educational needs and/or disabilities and those who face other barriers to learning. Some staff have completed similar training, although leaders recognise that further development remains necessary.

Leaders meet regularly with staff to review practice and identify training needs. They provide ready access to training. Staff are confident that leaders actively consider their wellbeing and workload.

Leaders provide a wide range of additional experiences that enrich children's learning. For example, after learning how apples grow and how pollination occurs, children made their own apple juice.

Leaders maintain strong partnerships with parents. Parents speak highly of the provision and express confidence that staff care for their children well and keep them safe. Leaders also work closely with local schools to support a smooth transition from nursery to school, which parents confirm is effective.