Lilliput Day Nursery Peterborough

Inclusion: Needs attention

Staff monitor children's progress and work alongside other professionals to seek advice regarding children's next steps in learning. Although, staff use a targeted approach to support children's development. They do not ensure children's next steps are always reviewed regularly enough to ensure children continue to make steady and continued progress. Additionally, staff training is not always precise or in-depth enough to support them to work with children with more complex needs, such as children with special educational needs and/or disabilities.

Some barriers to children's learning are identified effectively and, in some cases, clear and meaningful next steps in their learning are identified to reduce these barriers. This is not consistent for all children. Staff are not always aware of the barriers children face in their learning. For example, they recognise where children's speech and language skills are delayed, but do not always understand and address the underlying causes of this effectively. Leaders ensure that any additional funding is spent accordingly, for example, on one-to-one staff support for children and additional resources. This supports children's progress.

Curriculum and teaching: Needs attention

Leaders are aware of inconsistencies in the implementation of the curriculum, but the action taken is not yet enough to support staff effectively. For example, staff do not have an in-depth understanding of how to effectively sequence children's learning and the curriculum, and what skills children need to gain to support them for the next stage of their education.

The emphasis on developing children's communication and language skills varies. Occasionally, conversations and the language used by staff is too advanced for children to understand, particularly those children facing barriers to learning. That said, staff read to children using a range of interactions and vocal variations to gain children's attention and engagement. Children listen carefully as staff read. They enjoy looking at pictures and older children often engage in conversations that extend their communication skills.

Staffs teaching of mathematics is effective. Staff use every opportunity to incorporate mathematical language. For example, in the sand pit, children learn about big and small objects, staff count and model numbers when finding worms and children demonstrate their secure understanding of shapes during group times.

Personal, social, emotional and physical development are prioritised. Children enjoy climbing, balancing and moving around the garden. They develop their core strength and gross motor movements through engaging in group games, such as, football and obstacle courses. Staff support social interactions and turn taking skills throughout these learning opportunities.

Achievement: Needs attention

Children learn some skills they need in preparation for school. For example, they become increasingly independent, putting on their own coats and opening their own lunch boxes and food packets by themselves. Further opportunities are being planned, and this will strengthen children's skills and knowledge in preparation for school. For instance, learning how to get changed for PE lessons. That said, children who have special educational needs do not always develop the skills they need to transition to school. For example, they are not supported to join in group learning and mealtimes, nor do they develop the skills to begin to sit and listen.

Children learn basic language skills through conversations and reading. Children are encouraged to talk and share their feelings during group time and this helps them to become more confident. That said, children who speak English as an additional language are not always supported well-enough to learn new words effectively. For example, they do not always hear clear, basic English and develop their understanding and English vocabulary.

Behaviour, attitudes and establishing routines: Expected standard

Children learn new skills and social interactions through staffs teaching. For example, children learn to take turns as they play football and share the ball. They line up and take turns as they climb up to the top of the slide. Where children struggle with this new skill, staff are quick to step in and support children further. Staff display the 'class rules' within the setting and use these as visual prompts to support children's understanding of what is expected of them. For example, staff remind children to walk indoors. The visual reminders are a positive addition to the environment, that remind children of right and wrong. These clear behavioural expectations help children to develop their social interactions effectively. Children play well together in small groups and enjoy engaging in conversation with peers. They take turns as they balance across the obstacle course and work together to challenge themselves as they adapt the obstacles.

Children demonstrate strong relationships with staff. They look to them for support and reassurance and demonstrate their sense of trust and safety in their care. Attendance is typically promoted for children and conversations take place with parents to ensure they understand the importance of routine attendance at the setting.

Children's welfare and wellbeing: Expected standard

There is a robust key person system in place at the setting. Children develop relationships with staff and look to them for comfort when they are feeling tired. This is particularly important for those children with special educational needs and/or disabilities who look for reassurance. They cuddle up with staff, helping them to feel safe in their environment.

Children enjoy regular group times, where they talk about the weather and how they are feeling each day. Staff use visual aids to support children's understanding of emotions and children quickly begin to share how they are feeling. Staff talk to children about safety. For example, they ask children to move away from a wasp and to take turns when climbing the slide to keep them safe. Children begin to develop a sense of self-awareness and develop an understanding of risk.

Staff talk to children about being healthy and explain about the importance of staying hydrated by drinking water when the sun is shining. Additionally, during mealtimes, staff talk to children about the foods they are eating. Children learn that drinking milk provides their bodies with calcium which helps their bones and teeth to grow strong.

Leadership and governance: Needs attention

Leaders do not ensure training is used effectively to develop all aspects of practice. For example, although staff have attending some professional development opportunities regarding working with children with special educational needs, leaders do not monitor staff interactions closely enough to measure impact and the effectiveness of training. Additionally, leaders provide support for staff to develop their understanding of the curriculum. However, staffs progress is not monitored close enough to ensure staff implement new knowledge from training. Other areas are more successful. For example improvements to behaviour management across the whole setting has ensured that staffs teaching and expectations are consistent to help teach children between right and wrong.

Typically, leaders make decisions that are in the best interests of the children attending the setting. For example, they carry out regular supervisions and provide professional development opportunities. Overall, leaders are successful in some aspects but do not ensure staff implement new knowledge from training thoroughly enough. Staff report that they are well-supported in the setting and that leaders provide help and guidance for them when needed.