Little Angels Childcare Nursery Limited

Inclusion: Expected standard

The procedures for identifying children with special educational needs and/or disabilities (SEND) are embedded. Staff are generally well trained in the graduated approach and recognise quickly when children have gaps in their learning. Leaders implement differentiation plans initially to establish what adjustments can be made to planning and the environment. On the whole, these are implemented well and closely monitored to assess the impact on children's progress. Leaders work closely with the local authority SEND professionals to implement further support and make appropriate referrals to outside agencies if necessary.

Leaders have good oversight of how additional funding, such as early years pupil premium, is used. Key persons play a significant role in identifying how children will benefit from the funding. They consider any gaps in learning, children's interests and cultural capital when deciding how to utilise it. Furthermore, leaders look at key areas of need across groups of children, for instance, a growing number of children require sensory input throughout the day. With this in mind, leaders have created small sensory spaces across the nursery to allow children space to regulate.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum and are taking proactive steps to make improvements. They have recently made changes to their induction processes for new staff to help embed the skills needed for planning and implementing the curriculum. Staff in the baby room recognise the importance of focusing on babies' personal, social and emotional development to help them feel secure enough to learn.

Overall, the curriculum is typically taught well and children make good progress. The curriculum for communication and language is a strength. From the baby room onwards, staff focus on speaking to children a lot. They engage them in conversations and singing at every opportunity. Babies learn to copy simple animal noises and hear staff using mathematical language during play. Staff support older children to count with one-for-one correspondence from one to 20.

However, at times, not all staff tailor their teaching appropriately to support children's individual needs. They do not consistently consider children's next steps and stage of development during their interactions and particularly during group times. This hinders children's engagement and the pace at which they develop new skills.

Achievement: Expected standard

Children make progress through the curriculum. Babies learn to babble and copy phrases such as 'in the oven' when role playing with staff. Older children are articulate and fluent communicators. They confidently talk about topics that they are interested in, such as space. Children recall key facts, such as 'there are 8 planets and 5 dwarf planets'. They use words, such as 'chemical reaction' and 'volcano' to describe what they see during an experiment. Children with barriers to speaking, such as those who speak English as an additional language, learn to name a range of animals and colours.

Children demonstrate impressive physical skills for their age. Toddler-aged children use scissors confidently to cut dough. Older children build on this skill by using scissors to cut along lines on paper accurately. Younger children enjoy looking at books and have preferred choices that they share with staff. They eagerly anticipate what will happen on each page and use gestures, such as waving when the book is finished. Children are well prepared for the next stage of learning, particularly their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff have clear expectations for positive behaviour, which they share with children. They use strategies such as sand timers to help children navigate sharing and turn taking. Children then use these strategies themselves within play. They work together with their friends using connectable tubes to make large circles and check if they can fit inside together. This helps children to form friendships and learn about collaborative play.

Staff consider children's age and stage of development when supporting them to maintain expectations. For example, when older babies throw resources, staff swiftly redirect the play to building with the blocks, distracting them from the unwanted behaviour. At times, when older children become dysregulated, staff intervene swiftly and support them to access sensory resources that help them to calm down. Staff know children well and understand the best ways to manage their behaviour.

Leaders have clear procedures in place for monitoring children's attendance. They record illness formally and ask parents to sign and verify on children's return to nursery. The importance of attendance and the impact this has on development is shared with parents via newsletters. Leaders work closely with the local authority social care team to share information about children whose absences they are concerned about.

Children's welfare and wellbeing: Expected standard

The key-person arrangements are very well embedded, particularly in the baby rooms. Babies who are very new are incredibly well settled. They have formed lovely bonds with their key person and benefit from a wealth of cuddles and nurturing. Key persons join children on visits as they transition through the nursery. This helps children to settle into new rooms with the support of a familiar person. Children's emotional wellbeing is a priority at the nursery, and staff regularly talk to children about their feelings and emotions.

Generally, routines and care practices are implemented across the nursery effectively. Staff consider the individual needs of children with special educational needs and/or disabilities and provide resources such as chew toys and wobble cushions to support them. They implement now-and-next boards to help children prepare for what is happening now and next.

Leaders recognise that local data indicates a high rate of obesity and oral tooth decay in the area. As such, they implement routine times for children to brush their teeth and learn about the impact this has on their oral health. Leaders provide children with a healthy diet and promote physical exercise, such as dancing, stretching and outdoor play. This contributes to children's overall good health.

Leadership and governance: Expected standard

Leaders have a good understanding of the setting's context and the community that they serve. They get to know families well and offer a wealth of support, even after children have left. The nominated individual plays an integral role in the nursery and makes decisions based on the best interests of children. They evaluate children's emerging needs. For instance, more children need sensory input, and they adapt the environment to support this.

Partnerships with parents are lovely. Parents are happy with the quality of care provided and comment on the progress children make. Outside professional relationships are well embedded, and staff work particularly well with those who support children with special educational needs and/or disabilities.

There are procedures in place for staff supervision, and staff have meetings to discuss their professional development. Staff access training on a range of topics, such as sustainability and working with 2-year-olds. However, there are some inconsistencies in the quality of interactions across the team and practice is not monitored frequently enough to provide ongoing targets for improvement. This does not help staff to build further on their skills and knowledge.