Little Acorns Day Nursery (EA) Ltd

Inclusion: Expected standard

Leaders and staff are committed to providing a welcoming and supportive provision for all children. They effectively support children with special educational needs and/or disabilities as well as those who face other barriers to learning. Staff recognise the importance of identifying needs early. Children's progress is closely monitored and support is regularly reviewed to ensure it continues to have a positive impact. Leaders work in partnership with families, external professionals and other agencies to plan and review support. When extra help is needed, leaders step in quickly and make sure everything is organised effectively. As a consequence, children feel safe, cared for and able to grow and learn.

Children are supported to access the resources they need to take part fully in learning including the use of sign language and key objects to support communication. Leaders use additional funding effectively to improve outcomes and provide targeted support, appropriate resources and staff training. This includes, for example, investment in sensory equipment to support children's individual needs, to help them regulate their feelings and enable full participation in learning experiences. The impact of this provision is regularly reviewed with staff and families. Parents speak positively about the nurturing culture of the setting and the positive and trusting relationships staff build with their children.

Curriculum and teaching: Expected standard

Staff demonstrate a secure understanding of child development and clearly articulate how activities support children's progress. They carefully plan meaningful learning opportunities, enabling children to build securely on their existing knowledge and skills. Leaders maintain a clear overview of the curriculum and thoughtfully monitor how it is planned and adapted to meet the needs of each child. Highlighting the key skills that underpin the curriculum across the setting will further strengthen progression and clarity of learning.

Staff place a definite emphasis on communication and language, consistently, and incorporate visual aids to enhance understanding. Children who speak English as an additional language are well supported through staff's understanding of promoting their home languages. Toddlers explore coloured rice and use words such as pour, empty, full and more. Staff introduce new vocabulary enthusiastically such as sprinkle, scoop and texture, extending children's spoken word.

Babies experience warm, responsive interactions that effectively support the development of early language and social skills. Daily routines are used purposefully to reinforce mathematical concepts, for example encouraging children to count on their fingers during snack preparation. Staff teach children specific physical skills and encourage them to practise their skills from the earliest age. Whole-nursery themes, such as Spring and Ramadan, are thoughtfully planned to broaden children's understanding of the wider world and enrich the curriculum.

Achievement: Expected standard

Children make encouraging progress overall through a broad and balanced curriculum. They engage well in planned activities, demonstrating curiosity, concentration and a willingness to keep trying. Their communication and language skills are developing effectively and are used confidently during daily routines and play, including using sign language independently. Staff understand each child's starting point and their individual needs on entry. All children are supported to make continued progress towards their next steps. Their achievements are recognised and celebrated.

Children move between rooms with increasing confidence, managing familiar routines and building on their existing knowledge and skills. School readiness is also a priority for the setting and parents confirm their children are prepared well. Children are developing an understanding of diversity and are learning to appreciate that everyone is unique. They demonstrate kindness and consideration towards others, for example, by waiting for their turn and offering help when someone needs support. These positive interactions support the development of effective relationships and important social and emotional skills.

Behaviour, attitudes and establishing routines: Expected standard

Babies and young children settle quickly because staff follow familiar routines that reflect home practice. Leaders ensure that staff gather detailed information during the settling-in period and keep this updated including, for instance, stages of weaning and changes to health or dietary requirements. These routines promote children's emotional security and help them regulate their behaviour. Leaders have effective systems to record and track patterns of attendance, accidents and incidents and they know when to escalate concerns to safeguard children's wellbeing. Key persons know their children well and understand family circumstances. This supports them to share children's next steps and plan for development in partnership with parents.

Staff model respectful behaviour and use clear explanations and praise to reinforce children's efforts, helping them understand how to treat others with care and consideration. Children respond well to expectations and are encouraged to develop independence in managing their own needs. Daily routines provide structure and support to children as they move between different parts of the day, such as getting ready to play outdoors or preparing for snack time. This takes place across all rooms as staff encourage children to gradually take responsibility for a range of tasks such as clearing and setting the tables at mealtimes and scraping any leftovers into the compost bin.

Children's welfare and wellbeing: Strong standard

The setting maintains a consistent focus on children's welfare and wellbeing ensuring that children are safe, supported and able to thrive. Staff encourage children to develop a secure understanding of physical health and safety which helps them to make suitable choices and confidently manage risks. All meals are freshly prepared and cooked on site. Children's allergies and dietary needs are carefully monitored, ensuring safe and inclusive mealtimes. Staff proactively sit facing children during mealtimes, which promotes safe eating and social interaction.

Children are carefully nurtured to recognise, express and manage their emotions. Staff ask thoughtful questions and use visual cues to help children identify and recognise different facial expressions linked to emotions. Children are encouraged to talk about their feelings and seek guidance from trusted adults. As a result, they grow in confidence and are able to talk openly about their emotions. New families are supported with a care kit to recognise their wellbeing at initial handovers.

Physical development is promoted very well. Children climb, balance and run and demonstrate their enjoyment of outdoor play, which is closely monitored by staff. Individual routines are securely embedded. Feeding and sleeping are thoughtfully tailored to meet each child's needs. Children take increasing responsibility for their own self-care, demonstrating a clear understanding of hygiene and adopting healthy habits. They present as happy, confident and secure in their environment.

Leadership and governance: Expected standard

Effective leadership, curriculum review and professional development ensure that children are safe, well supported and able to thrive in a stimulating and nurturing environment. Leaders work collaboratively with other agencies and the schools that children will move on to. Leaders clearly know their provision well and the families attending. They understand the hopes, pressures and needs that shape children's lives. Continued investment in the outdoor environment is ready to begin and will further enhance the physical growth and active learning for all children, including babies.

Leaders are supportive of staff and value their contributions. Staff wellbeing is a clear priority, with regular welfare checks and an open-door policy that encourages honest communication. Staff comment that they feel valued, supported and happy in their roles. Staff attend training to enhance and broaden their knowledge and skills. This is well focused to benefit the children who attend the setting. Planned development of the leadership structure alongside the experience and expertise already in place will sustain the high-quality provision.

Leaders demonstrate positive attitudes towards continual reflection and improvement to benefit staff, children and families. Decisions are consistently made in the best interests of all children particularly who face barriers to their learning. Parents and carers speak highly of the nursery. They appreciate the support given to them on a personal level, and for their children's learning. Leaders value families' contributions and opinions.