Little Acorns (North East) Ltd.

Inclusion: Needs attention

Leaders and staff quickly identify where children need support. They make necessary referrals to other professionals, such as the local authority special educational needs and/or disabilities team. However, they do not consistently provide children with the support they need during the referral waiting period, despite previously receiving advice and guidance from relevant professionals. As a result, gaps in learning, especially in children's language development, widen over time.

In contrast, children with diagnosed special educational needs and/or disabilities, and those who face potential barriers to learning, are supported effectively by key staff who know them extremely well. These children thrive and show enjoyment as they spend one-to-one time with their key person. They show enjoyment as they pop bubbles and gaze at staff to copy their actions. Staff share information about how they work with other professionals and welcome them into the setting to create targeted plans that support children. They speak with parents and staff at other settings to consider how best to target the use of additional funding to meet the individual needs of eligible children.

Curriculum and teaching: Needs attention

Curriculum and teaching does not meet the expected standard. This is because there are inconsistencies in the levels of support and challenge leaders and staff provide for children. For example, leaders identify barriers to children's learning and recognise the importance of focusing on their communication skills. However, staff do not always promote this and stand away from children, supervising their play rather than engaging with them. Leaders encourage staff to reflect on the impact of their practice during daily conversations. However, they do not provide staff with a clear development plan or provide training opportunities to raise the quality of learning experiences for children.

The curriculum to support children's physical development is, however, effective and consistent throughout the nursery. Staff are aware that some children may not have access to larger spaces and the nursery does not have a private outdoor space. Staff make excellent use of the local area to provide children with daily opportunities to spend time outside. For example, they take babies out for a walk in the fresh air each day, and toddlers and older children enjoy trips to the local park. Children enjoy using soft-play equipment and balancing beams indoors to develop their large physical skills, such as jumping and climbing.

Achievement: Needs attention

Not all children make consistently effective progress, including in their communication and language. This particularly applies to children with emerging gaps in their development and those waiting for assessment by outside agencies. However, children with diagnosed special educational needs and/or disabilities progress well.

Generally, older children develop some of the skills they need to prepare them for moving on to school and show enjoyment in activities they take part in. For instance, they show excitement to go to the local park and take part in activities that build on their prior knowledge and link to their favourite story. Children begin to use mathematical language purposefully and count how many sticks they collect, talking about which are 'long' and 'short'.

Children master some useful practical skills to promote their self-care, such as using the toilet and washing their hands. This helps younger children develop their independence as they prepare to move into the next room in the nursery.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff form positive relationships with children and families. They work hard to communicate effectively with parents and promote regular attendance. This helps to prepare families to be punctual attenders, and children settle into their routines at the nursery. Leaders plan to continue to enhance their partnership working with families, particularly in relation to parental engagement in children's learning. Parents comment positively about the nursery and staff team. They say they are happy with the care their children receive and that staff try to ensure children have the best start.

Staff support children's positive behaviour. They are effective role models and teach children how to stay safe. Children show awareness of rules, boundaries and routines. For example, they know they need to get their high-visibility vests and hold hands to go to the park. Children develop positive attitudes to learning and build resilience. For example, staff support children to use an obstacle course and offer praise when they keep trying to challenge themselves. Children show determination to complete the course and demonstrate a sense of pride at the end.

Staff respond to children's self-chosen play and provide the resources they need to maintain their interest and extend their enjoyment. For example, toddlers show an interest in the water play area. Staff extend this by encouraging them to wash the toy animals, and children stay for long periods of time, engrossed in their activity.

Children's welfare and wellbeing: Needs attention

Leaders do not consistently implement effective procedures to prioritise children's good health, hygiene and safety. For instance, leaders and staff leave children, including babies, for short periods of time during mealtimes and do not ensure they are sitting at the table with them while they finish their lunch. Although leaders and staff complete robust cleaning in each room, they do not implement procedures to prevent further contamination, and some children use each other's drinking bottles and dummies.

Leaders devise written risk assessments for staff to consider how they can keep children safe. However, these have not been discussed or updated for a number of years. Staff are not always aware of how to minimise risks to children during physical activities and do not consider children's clothing and footwear. Leaders took swift action during the inspection to support staff and keep children safe.

Although leaders have discussed healthy options for children's packed lunches, they do not implement healthy eating procedures or give children clear messages to make healthy choices. They continue to work on this aspect of their provision.

In contrast to this, children's oral health is actively promoted. Children regularly brush their teeth in the nursery with staff to support them. Staff know how to meet babies' individual care needs and follow any routines from home. Babies show they feel safe and secure with staff.

Leadership and governance: Needs attention

Leaders do not have clear plans in place to drive improvement forward. There are several breaches to the requirements that impact on children's welfare and development. For example, leaders have not ensured the good health and hygiene of children, and the procedure for identifying risks to children is not fully effective.

Leaders recognise that staff are experienced but do not provide enough support for them to continually enhance and update their skills and knowledge. Although staff complete some relevant independent research, their professional development is not well coordinated. However, staff report positive levels of wellbeing and are happy in their work roles. They are kind, caring and approachable to children and families. Staff are knowledgeable about the local area and engage well in the community. They show an understanding of the needs of families who attend and are aware of potential barriers to children's learning.

Leaders and staff have developed partnerships with schools and other professionals. They invite teachers from the local school to visit the setting to meet children who are due to attend and share relevant information with them. This helps to promote smooth transitions, particularly for children with diagnosed special educational needs and/or disabilities. Staff communicate with families to share information about children's learning experiences and encourage them to help children continue to learn at home.