Liliput Day Nursery (York) Ltd

Inclusion: Strong standard

Leaders have created a highly inclusive culture across the setting. They work closely and regularly with a wide range of professionals to support children with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care. For example, they share equipment with other settings to ensure that children have access to specific resources that are matched to their individual needs. This supports consistency and helps children thrive and succeed.

Leaders make effective use of additional funding to purchase resources that allow children with SEND to be fully included. For example, they purchase smaller scale trays that can be used with specialist equipment to allow children to reach and use the same resources as their friends.

Leaders and staff observe children closely, tracking their progress and matching interventions closely to children's needs, including children known (or previously known) to children's social care. For example, they create resources such as personalised emotions boxes to help children name and manage their feelings. This ongoing support ensures children make sustained progress over time in relation to their personal, social and emotional development.

Staff know all children extremely well and use their knowledge of individual children to adapt their practice. They work closely with families and have access to specific training to help them support children. For example, they incorporate specific Makaton signs into the daily routines to support communication and language, based on practices children use at home. This ensures that all children can communicate with their friends.

Leaders review and adapt support for staff, alongside monitoring the impact of training through observations, supervision and discussions, to ensure it improves staff practice and leads to better outcomes for children.

Curriculum and teaching: Strong standard

Leaders have created a very well-thought-out curriculum that is based on a secure understanding of child development and children's interests. It is sequenced progressively and enables children to build on their skills and knowledge over time. Staff are extremely knowledgeable about the children they care for. They use this, alongside their thorough knowledge of child development, to identify next steps based on what children already know and can do. All staff are skilled at teaching children in the moment, and they are clear about what they want children to learn.

All staff consistently support children to develop their communication and language skills. They use daily songs and rhymes to build children's listening, attention and vocabulary over time. Younger children first join in with actions and repeated words, before older children recall familiar phrases and use a wider range of vocabulary in their play. Older children recognise their name and can say the sounds of the letters in their name.

Staff build children's mathematical understanding step by step. Younger children begin by joining in with counting songs and noticing daily routines, while older children build on this knowledge to recognise patterns, sequence parts of the day and talk about time in familiar contexts.

Children make friendships and get on well with each other. They show kindness to others and take turns when playing games together. Staff help children to name emotions and identify ways they can manage big feelings by providing small-group interventions and support during their play, including for those children who are known (or previously known) to children's social care.

Staff plan daily opportunities for children to strengthen their physical skills over time. For example, younger children develop control through stirring, scooping and grasping tools, while older children build on this through more precise movements, such as using mark-making tools and managing equipment with increasing control. Staff adapt resources and support so that children who may face additional barriers to their learning can take part fully and make progress from their starting points.

Achievement: Strong standard

All children are well prepared for the next stage in their learning, including school. They develop their independence skills as part of their daily learning. For example, older children serve food and pour their own drinks at lunchtime and carry their meal back to the table. Younger children help to tidy up and wash their own hands at mealtimes.

Children make swift progress across all areas of learning and develop the skills they need to help them reach key milestones. Children with special educational needs and/or disabilities access consistent support and shared resources across a range of settings and home. This collaborative approach enables these children to make progress and maximise their learning because they can regularly revisit key learning experiences matched closely to their individual needs.

Children develop their language and communication skills because staff prioritise talking to them. Children are confident to join in with songs, rhymes and stories throughout the day. They talk to their friends and staff, asking questions and sharing their thoughts.

Children make strong progress from their starting points, building securely on what they already know. Over time, they develop the knowledge and skills needed across all areas of learning, including communication, physical development and early mathematics.

Children develop confidence and resilience, and this helps them to transition into new rooms and other settings happily.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have established a very positive environment with well-embedded routines. All staff are consistent in their high expectations of children. They use effective strategies to help all children manage their behaviour. For example, staff provide access to a quiet, calm space with one-to-one support for children with special educational needs and/or disabilities to regulate their emotions and feelings.

All children behave well, and they know and follow the 'golden rules'. Staff clearly and consistently communicate these with children as part of the daily routine. For example, children recognise, talk about and use their 'listening ears', 'kind hands' and 'walking feet'. They praise their friends for following the rules and learn the skills they need to manage their behaviour independently. This helps them to get along with each other and develop their awareness of safety.

Staff develop caring, nurturing relationships with each child and treat them with kindness and respect. This helps children to speak kindly to each other, share and take turns with their friends, and develop positive friendships with others.

Leaders understand the importance of attendance and work closely with families to support them. They follow up all absences and work with families to offer flexible sessions, particularly for those children known (or previously known) to children's social care, and children who face other barriers to their learning.

Children's welfare and wellbeing: Strong standard

Leaders foster positive and effective relationships with families and use this to gather all the information they need to support children. Staff are knowledgeable about the importance of creating secure attachments with children, and they ensure that children form close bonds with their key person. This is especially true for babies and those new to the setting.

Leaders have created robust policies and procedures regarding children's personal needs, and all staff consistently carry these out to a high standard. Staff actively encourage children to be independent whenever they can. For example, older children manage their personal needs and take pride in helping to look after their environment. Younger children learn to feed themselves independently and wipe their face after their meal.

Children develop their understanding of healthy lifestyles because staff plan a range of exciting and motivating activities. They enjoy trying new fruit and vegetables and can talk about making healthy choices. Staff adapt the environment to ensure that children have the opportunity to develop their physical skills every day. Younger children enjoy dancing and yoga activities. Older children use climbing equipment and balance beams.

Children develop their sense of wellbeing and happiness. They can recognise and talk about how they are feeling. They are supported to become independent in managing their emotions. Staff are tuned into younger children's emotions and respond to them with care and reassurance. Older children share how they feel during circle time each day.

Leadership and governance: Strong standard

Leaders create a culture of high expectations and professionalism. Throughout recent staffing changes, they have worked very closely with staff to ensure that every child continues to have a high-quality experience at the setting. Leaders are highly reflective, and the decisions they make lead to consistent, high-quality care for all children. They value and care about staff and work collaboratively with them to gather feedback and make positive changes.

Leaders ensure that staff access high-quality training, such as Makaton. This improves staff confidence and consistency, enabling them to communicate more effectively with children and support their learning. As a result, children are better able to express their needs and make progress over time.

Leaders build close and positive relationships with all families, communicating effectively and consistently with parents. This is particularly evident for those children who are known (or previously known) to children's social care, and children who face other barriers to their learning. Leaders work collaboratively with outside professionals and parents to put in place effective strategies that have a positive impact for children with special educational needs and/or disabilities.