LITTLE ANGE'S DAYCARE

Inclusion: Expected standard

Leaders have taken swift action since the previous inspection to ensure all children's individual needs are identified and assessed using a graduated approach. All children, including those with special educational needs (SEND) and other barriers to learning, are making progress. Staff monitor children's progress closely and reviews are completed regularly to identify appropriate next steps. Leaders work in partnership with the local authority early years specialists to help improve children's outcomes.

Staff work hard to support children where there are barriers to learning or additional needs and children who speak English as an additional language. Adaptations for children are typically effective in meeting their individual needs. For example, visual aids and sand timers are used to support children to understand transitions within the nursery. Staff training is targeted to strengthen their ability to deliver inclusive practice. They have recently accessed training on managing behaviour in a positive way. However, strategies to help children with SEND or other barriers to learning understand rules and boundaries during routines are not implemented consistently enough. As a result, children are often confused about expectations.

Leaders use pupil premium funding effectively and understand the impact it is having on the children. For example, they have used funding to develop the sensory room and train staff to become 'healthy mover' leaders to support children's physical development and wellbeing.

Curriculum and teaching: Expected standard

Leaders prioritise the development of the curriculum to meet all areas of learning. There is a clear focus on children's physical, personal, social and emotional development. Overall, the curriculum is adapted for those with special educational needs and/or other learning barriers, and staff use children's interests to support their engagement.

Songs and rhymes are sung throughout the day and a love for books is encouraged. Staff typically support children's communication and language development well. They use a rich vocabulary and encourage children's thinking skills. For example, they introduce the word 'infusing' when watching paint mix into milk. However, when younger and older children play together, staff do not always expand older children's vocabulary enough to help them make even better progress.

Physical development is prioritised for all ages. For example, babies practise digging and scooping sand. Toddlers enjoy dance sessions with music, and squeal with delight as they jump to catch the scarves floating in the air. Older children develop hand muscles when using pipettes to squeeze paint.

Mathematical language is used consistently to support children during play. For example, staff encourage children to count from 1 to 10 out loud together when playing 'hide and seek animals.' They challenge children to count how many animals they find.

Achievement: Expected standard

Children are prepared for their next steps. Older children develop self-care skills, such as handwashing, using a knife and fork and cleaning their nose with a tissue independently. Toddlers develop independence by practising putting on their own coats and shoes and learning how to walk down stairs safely.

Children with individual support plans, and those who face barriers to their learning, benefit from staff who know them well and understand how to help meet their individual needs. This ensures they all make progress from their individual starting points. Children explore their environment confidently and access resources with enthusiasm.

Children develop key communication skills, this supports their ability to play collaboratively. Younger children narrate their actions during sensory play and stay focused throughout while being guided by staff to learn new vocabulary. Older children engage during role play in conversations with each other about what meals they are cooking.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children. Staff are excellent role models. They intervene to support children to take turns, or to support them to play together effectively. Children care for one another. For example, a child shares out the scarves between friends ready for dancing. They spontaneously hug each other throughout the day and hold hands to dance with each other while laughing. Children all want to share their achievements with staff. When making pretend food in the outdoor kitchen, they enjoy sharing what they have made for the staff and seek praise for their efforts.

Children are generally well behaved. However, during daily routines, not all staff are confident at consistently implementing strategies to enable all children, particularly those with special educational needs and/or disabilities, to understand and follow rules and expectations. This is confusing for other children at times.

Relationships between staff and children are warm and responsive. Staff know the children very well. The key-person approach has been improved to ensure that all parents feel confident about who they can go to if they have concerns. Leaders understand the importance of children's attendance and punctuality at the nursery and they share this with families.

Children's welfare and wellbeing: Expected standard

The welfare and wellbeing of all children, including those children who are known or previously known to children's social care, are promoted effectively through warm and consistent interactions that foster secure attachments. Staff gather detailed information from parents when their children start. This ensures that children's individual dietary needs and other additional needs are met.

During circle time, children all sing 'good morning' to each other, welcoming them into the setting. Children make choices about which songs they would like to sing, and this helps them feel heard and valued. Staff ask every child how they are feeling. Children respond with words, such as 'fantastic, fine' and 'great' as they recognise their emotions. Staff notice when older children are tired and thoughtfully ask if they would like a rest or nap.

Children develop an understanding of being healthy. When eating broccoli, staff say, 'that is going to make your muscles so strong, well done' while holding up their arms to show children their muscles. Routines are thoughtfully structured to meet children's individual needs. This helps children feel emotionally secure. Leaders recognise the importance of regular outdoor play for all children, particularly for children who face barriers to learning.

Leadership and governance: Expected standard

Since the previous inspection, leaders have implemented changes that have had a positive impact on the day-to-day running of the setting. Leaders have supported staff to complete training that has had a pivotal impact on supporting children with special educational needs and/or disabilities or other barriers to learning. Partnerships with external agencies are effective. Regular and consistent meetings with an extensive range of specialist and professionals ensure leaders and staff make effective adaptations to improve children's outcomes.

Leaders work effectively to review practice and secure improvements that have a positive impact on outcomes for children. Parents state that they have seen a vast improvement in the communications they are receiving from the setting. They say they feel more involved and valued in their children's care and learning. Leaders welcome regular support from the local authority. This has strengthened self-evaluation and helped embed required changes. Leaders have introduced improved systems for staff supervision sessions and mentoring. As a result, children benefit from a more effective curriculum and a well-managed environment that supports their safety and development. Staff speak positively about working at the nursery and say they feel valued and well supported by leaders.