Little Beans Day Care (Garland) Limited

Inclusion: Needs attention

Leaders have put effective systems in place to identify and monitor the progress of children who have special educational needs and/or disabilities (SEND) and those facing other barriers to their learning. They are working hard to support staff to deliver timely and targeted interventions that will meet the learning and development needs of individual children and ensure their progress through the curriculum.

These recent actions to improve inclusive practice have not yet had time to impact the learning and development of children with SEND. As a result, some children do not always receive the targeted support they need to fully participate in learning and make the best possible progress.

Staff respond well when children with SEND require emotional support during times of difficulty, but they are less consistent in providing purposeful teaching and intervention when children are settled and ready to learn. Staff know children well and use their understanding of children's individual needs to plan appropriate support. For example, children who find transitions challenging are supported with visual prompts and personalised, motivating resources so that they are able to remain calm and understand what they are doing and what will happen next.

Curriculum and teaching: Needs attention

Leaders are ambitious about what they want children to learn. They understand how to plan and design the curriculum. Leaders recognise weaknesses in how the curriculum is delivered and are taking steps to address this, for example, by working alongside staff, coaching and modelling practice within the provision. Staff are enthusiastic and committed to the caring and positive ethos the setting promotes. They make some use of observations and assessments to understand what children, including those with special educational needs and/or disabilities, need to learn next. However, the planning sometimes lacks the depth and focus to drive the quality of teaching to the highest levels and consistently embed children's skills, knowledge and understanding across all areas of the curriculum. Staff do not consistently use their interactions with children to extend their thinking, problem-solving and understanding. As a result, the quality of teaching is not consistently strong enough to deepen children's knowledge and skills across all areas of the curriculum.

Leaders have focused on developing children's communication and language, and staff typically promote children's speaking and listening development effectively. They adapt their language to meet the needs of different ages and stages, helping children make good progress in understanding and using vocabulary. For example, staff simplify instructions and use visual prompts to help toddlers understand that it is time to put their shoes on, ready for the garden.

Mathematics is threaded through the curriculum and staff take opportunities to extend and embed children's number knowledge in playful and engaging ways. For example, children practise saying number names in order when playing hide and seek. Children's physical development is prioritised, particularly in the baby room where babies enjoy crawling through tunnels and pulling themselves up to stand at the low-level furniture. This ensures babies build the strong muscles and core strength they need to become competent walkers.

Achievement: Needs attention

Leaders are aware of weaknesses in the curriculum and inclusive practice at the nursery and have recently taken effective action to address these. However, the impact of these actions is not yet evident. As a result, not all children receive learning opportunities that fully support their progress. They are not yet as well prepared for the next stage of learning as they could be.

Overall, children do make progress from their individual starting points. Leaders have focused on embedding clear routines, and this is having a positive impact on children's enjoyment and engagement in learning at the setting.

Babies learn to keenly explore their environment and feel comfortable with staff and other children. Toddlers develop their listening and attention skills and learn how to get along with each other and pre-school children enjoy playing matching pairs games, both with staff and independently.

Children develop their physical skills effectively, building strength and coordination. For example, toddlers and pre-school children engage in daily 'wake and shake' routines which help focus attention and develop coordination.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners have established a positive environment. They have high expectations for behaviour, which are typically understood. Children behave well. Practitioners have realistic, age-appropriate expectations of children's behaviour which they model sensitively. Unwanted behaviours are addressed in a warm, responsive way, and clear alternatives to behaviour are given. Children are generally calm and considerate to their peers.

Recent actions taken by leaders have established effective key-person arrangements that ensure children's care needs are met. A key person 'buddy system' has been implemented that ensures all children, including those who face barriers to their learning, have secure attachments and practitioners know the children well. This supports children to develop their confidence, resilience and independence. Leaders and practitioners have a clear system to support children's attendance and punctuality. They consistently follow up with absences and work alongside families to establish important habits for later success.

Generally, children have a positive attitude to learning. Staff skilfully support children to play collaboratively and share the resources available. This is supported by consistent routines that help children understand what is expected of them. Children are given advance warnings to help them anticipate what is coming next. For example, a tambourine is sounded 5 minutes prior to children transitioning from playing to snack time. Children who have special educational needs and/or disabilities benefit from individualised support. This specifically meets their needs and enables them to transition between activities within the day successfully alongside their peers. Smooth transitions within the day enable children to move seamlessly between activities, which maximises their learning opportunities.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. They greet children and their parents warmly when they arrive at the start of the session. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. Settling-in arrangements are adapted for individual children and families, including those who have special educational needs and/or disabilities, helping all children to feel secure and develop a sense of belonging from the start.

Nursery routines are tailored to each child's needs, effectively managing babies' sleeping, feeding and hygiene safely. Older children grow in independence as they wash their hands, select and cut up their fruit and pour their own drinks, helping them build confidence and important self-care skills. Staff weave healthy habits into everyday routines and conversations with mealtimes being an opportunity to discuss what foods are good for their bodies and help them grow strong and healthy.

Children form trusting relationships with staff, who know them well and respond sensitively to their individual needs. Staff provide consistent care and reassurance throughout the day. Children confidently seek support from familiar adults and are comforted quickly when needed. As a result, children feel safe, valued and emotionally secure.

Leadership and governance: Expected standard

The newly established leadership team is aware of the nursery's strengths and areas for development. They have taken swift and decisive action to improve experiences for all children at the nursery, particularly those that face barriers to their learning. Key areas of success so far include embedding routines which support children's wellbeing, engagement and learning, strengthening safe sleeping arrangements in the baby room and building staff morale and wellbeing. These recent changes have yet to impact fully on children's learning, development and achievement.

Leaders have a secure understanding of the contextual needs of the nursery. They have strengthened their communication with parents and carers by increasing opportunities for face-to-face engagement. This has led to parents feeling valued and more actively engaged with their children's learning.

Leaders have established open channels of communication with staff, including regular supervisions. This gives staff the opportunity to discuss any concerns about the children, share their ideas to develop practice and highlight professional development opportunities. Leaders engage with external professionals thoughtfully and professionally. They consider recommendations carefully and generally implement them.