Ladybirds Early Years Care & Education

Inclusion: Expected standard

Leaders and staff identify children's needs early. They work with parents and other professionals to make sure children get the right support. Leaders generally check children's progress often and change support when needed to improve their wellbeing or learning.

Children with special educational needs and/or disabilities receive help that meets their needs. Staff follow advice from speech and language therapists, teachers of the deaf and other specialists. Leaders also help families access services, assessments and extra support when needed.

Leaders use individual support plans, targeted funding and regular reviews to identify and reduce barriers to learning. For example, additional funding helps provide extra staffing and tailored support for children who need help with communication, emotional regulation or social interaction.

Leaders help families access advice, support groups and specialist services. They also put plans in place to help children move between rooms and prepare for school.

Curriculum and teaching: Expected standard

Leaders have planned a curriculum that helps children learn the knowledge and skills they need for their next steps. Staff know children well and use their interests and needs to support learning. Children enjoy a range of experiences indoors and outdoors that help them learn through play.

Children develop their communication and language skills through songs, stories and literacy activities. For example, older children clap out the sounds in words to support their phonics development. Staff support children's thinking through discussion and questioning, helping them to compare sizes, solve problems and test different ways of making structures stable. Children learn early mathematics as they count, compare amounts and use words such as 'more' and 'less' during activities and routines.

Children make choices in their play and follow their own interests. For example, children used toy dinosaurs to make paint prints and explored the marks and colours they created. Staff supported their learning by talking about colour, size and shape. Children generally build independence as they choose resources, serve food and manage daily routines.

Children with special educational needs and/or disabilities and those who face barriers to learning receive support that meets their individual needs. They access the curriculum alongside their friends. Staff adapt activities and use strategies that help children take part in learning and make progress from their starting points.

As a result, children enjoy learning and develop knowledge and skills across the curriculum. However, staff do not always deliver activities and routines consistently. At times, staff do not explain activities clearly or support learning well enough. This can reduce children's engagement and limit opportunities to extend their thinking and learning.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning. They develop communication skills through songs, stories and conversations with staff. For example, babies join in with number songs, while older children talk about what they saw on walks in the local community. This helps children build language skills and learn about the world around them.

Children develop physical skills and independence through play and daily routines. They climb, balance and move safely outdoors. Younger children learn to feed themselves and use open cups. Older children develop the skills they need for their next stage of learning. For example, they recognise their names, manage personal care routines and follow simple instructions during group activities.

Children with special educational needs and/or disabilities, disadvantaged children and children facing barriers to learning receive support that helps them learn alongside their friends.

As a result, children gain the knowledge, skills and confidence they need for their next stage of learning. However, staff do not always explain activities clearly or build on children's learning during activities. This sometimes limits opportunities for children to deepen their thinking and learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote expectations for behaviour and routines across the setting. Staff help children understand what is expected of them and use consistent approaches to support behaviour. They focus on praise, encouragement and helping children manage their feelings. Staff also share behaviour support plans so children receive a consistent approach.

Children form positive relationships with staff and their friends. They play together, take turns and show respect for others. For example, staff respond very promptly to any minor incident, supporting children to understand and manage their emotions. Children feel safe to express their needs, and staff respond with care and reassurance.

Children show positive attitudes to learning. They generally join activities and move between experiences with confidence. Children enjoy learning and typically engage well with the experiences available to them.

Leaders monitor attendance and follow up unexplained absences promptly. Staff contact families when children do not arrive as expected and work with parents to promote regular attendance.

Children, including those with special educational needs and/or disabilities, disadvantaged children and children facing barriers to learning receive support that helps them take part in routines and activities alongside their peers. However, staff do not always implement routines consistently. At times, quieter communication and delayed responses to children reduce opportunities for all children to fully engage in transitions and daily activities.

Children's welfare and wellbeing: Expected standard

Children benefit from warm and caring relationships with staff who know them well. Staff understand each child's needs, interests and circumstances. They use this knowledge to provide the right support and help children feel safe, valued and included. Children who face barriers to learning or wellbeing receive targeted support. Staff work closely with families and other professionals to help meet their needs.

Children build secure attachments with familiar adults. They confidently seek comfort, reassurance and support when needed. Staff respond sensitively to children's emotional needs and help them recognise and talk about their feelings. For example, staff calmly comforted a child who became upset and asked for their mummy, helping them feel safe and reassured. As a result, children feel safe, secure and emotionally supported.

However, staff do not always organise mealtimes and changes between activities consistently. At times, children wait longer than necessary, and staff miss opportunities to promote independence during mealtimes. This occasionally limits children's self-help skills, reduces their engagement and disrupts the flow of daily routines.

Leadership and governance: Expected standard

Leaders generally provide clear direction for the setting and maintain oversight of quality and standards. They understand the nursery's strengths and use self-evaluation to identify areas for improvement. Leaders take action when needed. For example, they identified the need to further support staff in managing children's behaviour. They also consider staff wellbeing and workload. Staff feel comfortable sharing ideas, reflecting on their practice and raising concerns.

Partnerships with parents are positive. Parents value the care, advice and support they receive, especially during significant changes in family circumstances. Staff share information about children's learning through the app and daily handovers. Most parents feel well informed. However, some would welcome more information about their child's learning and development. Children take part in regular walks in the local community. These experiences help them learn about the world around them and develop their communication skills.

Leaders put children's needs first, especially those who are disadvantaged, have special educational needs and/or disabilities (SEND) and children facing barriers to learning or are known to social care. They use additional funding well to provide targeted support and promote inclusion. This helps children make progress from their starting points.

Leaders work closely with other professionals, including speech and language therapists, SEND advisors, health visitors and social workers. They use advice from these professionals to plan support, assess progress and meet children's individual needs. This joined-up approach helps children access the support they need to learn, develop and thrive.