La Petite Chouette

Inclusion: Expected standard

Staff use a variety of effective ways to identify if a child needs extra help in their learning. For instance, they consider whether children have achieved the learning aims of activities. Staff continuously observe children and carry our regular assessments, including two-year-old progress checks which help to pinpoint any delays in development. Staff talk to and advise parents appropriately. For example they suggest that parents contact their local doctor or health visitor to discuss their concerns. Staff review the curriculum and routines to make any necessary adjustments. This helps to meet the individual needs of children with special educational needs and/or disabilities, and other vulnerable children. Leaders have attended special needs training which helps to quickly identify and provide effective support to those who need it.

Curriculum and teaching: Expected standard

Overall, the curriculum is balanced and fun and suits the different stages of young children's development. Staff consider the needs and interests of all children, including those with special educational needs and/or disabilities, and other vulnerable children. They modify tasks to promote best outcomes for children. Staff support children's early mathematical skills securely. For instance, they count the number of hoops that a child carefully places on a rod. This helps children to learn number names. They help children to gain an understanding of size for example, they talk about big and small animals.

Staff support children's communication, language and literacy skills well. They immerse children into a French and English speaking environment where children enjoy listening to and browsing through dual language books. Staff talk to children in French and English. For instance, while outdoors staff point to the sky and say "Look at the clouds in the sky!" in both languages. Children quickly begin to learn to speak simple words in French and English. Leaders provide fun and dynamic support for children's physical development. They provide regular story-telling through music and movement sessions which thoroughly engages children who practise a range of physical coordination skills. Staff provide effective ways for children to develop a range of physical skills. For instance, children enjoy rolling, jumping and climbing on soft play cushions. Generally, staff support children's creative development. For instance, they enjoy drawing with brightly-coloured crayons and paint on paper. However, staff have not fully developed ways for children to express themselves more freely and flexibly.

Achievement: Expected standard

Overall, young children achieve well in their learning and development. They make secure developmental progress. Children succeed regardless of their starting point. This includes children with special educational needs and/or disabilities, and other vulnerable children. Young children pick up words quickly and say "bubble" as they play with foam in the water tray. They learn and repeat familiar phrases, such as "tidy up time". Children happily select stories and spend time looking through their favourite stories. Children gain secure physical skills. They learn to pull themselves and balance and quickly move on to learning to walk. As they get older, children learn to climb and jump effectively. Children learn to do things for themselves. They learn to feed themselves and to drink from a beaker. All of these skills help to prepare children well for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children are excited about learning and enthusiastically take part in a range of indoor and outdoor activities. They develop growing concentration skills, particularly when involved in activities linked to their interests. Children persevere with tasks, for instance, they keep trying to place hoops on to a rod until they have managed to place them all. Staff teach children to share and take turns and they quickly learn these skills. For example, children share push bikes with other children who would like to ride on them. They play alongside and with each other happily. Children regularly attend and are familiar with nursery routines which helps them to settle well.

Staff manage children's behaviour in consistent and suitable ways, according to different stages of development. For instance, they use distraction techniques for the youngest children. Staff offer clear explanations of why some behaviour is not acceptable and help children to find positive alternative ways to act. Staff adjust their approach to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. Staff praise children when they act in positive ways and this encourages children to behave well.

Children's welfare and wellbeing: Expected standard

Staff help young children to gain understanding of feelings in highly effective ways. For example, they focus on different facial features which they relate to basic emotions. They use visual resources and simple stories to help children to learn about feelings. Children begin to gain secure understanding in this area to help them to learn to regulate their emotions. Staff teach children effective personal care routines and this leads to children regularly washing their hands at appropriate times. They modify routines to meet the needs of children with special educational need and/or disabilities, and other vulnerable children.

Staff manage children's sleep times well. They ensure that young children sleep comfortably and safely on sleep mats and are supervised closely by staff. Staff sit with children at meal and snack times to provide close supervision and ensure that children are seated securely. Meals are well-balanced and nutritious and meet special dietary needs. Children learn to eat healthy food and enjoy daily physical activities outdoors in the fresh air each day.

Children learn how to act in safe ways. For instance, they learn how to use spoons safely when feeding themselves. Staff teach children how to cross the road with care and caution while out on trips. They ensure that children are protected from the sun on hot days by applying sun cream and make certain they wear their sun hats. Generally, staff check the nursery indoors and outdoors to reduce the risk of hazards. However, at times, particularly as children first learn to balance and walk, they sometimes fall over on parts of the floor that have a slightly firmer surface. This sometimes leads to children feeling uncomfortable when they fall over.

Leadership and governance: Expected standard

Leaders strive to build ongoing improvements. They review the provision and decide on relevant areas to improve to promote best outcomes for children. Leaders monitor the work of staff effectively. They meet with staff individually to discuss and support their work and spend time in group rooms observing and feeding back on practice seen. Leader promote staff wellbeing in different ways. For example, they give staff time away from their duties to complete planning and assessments.

Leaders recognise the importance of working closely with parents and carers. They give parents useful detailed daily updates, including children's sleep times, food and nappy changes and progress. Staff actively engage with parents to enhance outcomes for children, for instance in potty training. Leaders organise regular parents' meetings where staff discuss children's progress in greater detail to give them more comprehensive updates. Parents spoken to during the inspection say they feel staff give children lots of individual attention. They feel pleased at how quickly children learn words in a new language. Leaders build links with the local community. For instance, they take children out to visit local shops to buy food for cooking activities and they visit local parks.

Overall, leaders are committed to improving staff knowledge and skills. They provide opportunities for staff to attend a wide variety of courses linked to their professional needs and interests. Staff have completed several courses, including a course on behaviour management. This led to greater understanding and consistency in this area.

Leaders failed to notify Ofsted of a significant event. However, this was immediately rectified and there was no impact on children.