Little Bears Children Day Nursery Limited

Inclusion: Expected standard

Staff are skilled in supporting children who have special educational needs and/or disabilities. They break learning into manageable steps, giving all children the right help at the right time. They introduce strategies when children show signs of needing support. For example, they recognise when children need to go outdoors and use deep pressure activities to help them to feel more calm. These approaches have a direct impact on children's ability to sustain attention and participate in learning. Parents report feeling well supported, which reflects the strength of relationships between home and nursery.

Staff are mindful of the pressures families face. They understand children's wider experiences and build on them to enrich learning. Visits to the pantomime, for example, give children shared experiences and build lasting memories that are revisited in play. Staff are sensitive to families' beliefs and respect parents' wishes about which celebrations their children join. This shows respect and helps children to feel secure and valued.

The group of children attending nursery is diverse, and this is not represented as effectively in the environment or curriculum as it could be. Children from families of different structures or backgrounds do not have enough opportunities to explore, understand and value the differences between themselves and others. This limits the depth of their understanding of diversity and equality.

Curriculum and teaching: Expected standard

The newly designed curriculum is carefully planned and sequenced, with clear intentions for what children should achieve before moving to the next room or, eventually, school. This ensures that learning builds step by step throughout their nursery journey. Staff have a secure understanding of what they want each child to learn and how to teach this effectively.

Children are familiar with and excited by stories that staff read with enthusiasm, supporting language development well. Repetition and rhythm help older children build vocabulary and confidence. In the baby room, staff model early communication, using songs and rhymes to encourage babies to copy sounds and gestures, laying strong foundations for future learning.

Learning environments are attractive and encourage participation. Staff support physical development carefully. Babies are prompted to pull themselves up, and older children climb, run outdoors and enjoy playing games with a large parachute. Mathematics is taught through engaging activities, such as counting cookies baked for Santa Claus or making patterns while decorating them. Children practise counting, sequencing and problem-solving meaningfully. Staff also support children to share and manage feelings, helping them build friendships and confidence.

Staff assess children frequently, and more often if gaps in their learning are identified. They gather information from parents when children first start, ensuring that clear plans are in place to support their early education effectively. Play plans for children who have barriers to their learning help them to make better progress across their learning.

Achievement: Expected standard

Children show strong levels of concentration and engagement. They take part in purposeful and enjoyable activities and focus for extended periods. Their curiosity is evident, for example when they become absorbed in freeing 'penguins' from ice blocks after a favourite story. This level of involvement helps them to build knowledge and skills across all areas of learning.

Older children are very articulate. They communicate confidently and use a wide and increasing vocabulary. All children, including those with special educational needs and/or disabilities and those known to social care, make secure progress from their starting points. Children are well prepared for future learning. They work cooperatively with others and manage routines with increasing independence. They leave with the confidence to try new challenges and the skills and attitudes needed to succeed in school.

Behaviour, attitudes and establishing routines: Expected standard

Children show curiosity and enjoyment in their play, which helps them stay focused and eager to learn. They thrive in the calm and supportive environment, where routines are clear and consistent. Leaders encourage regular attendance so children benefit fully from this consistency, helping them feel secure and confident in daily routines. Toddlers settle themselves to sleep, familiar with this part of their day. Older children gather quickly when they hear the tambourine, recognising this as their signal for group time. Babies' care routines are adapted sensitively, with staff responding promptly to their individual cues.

Staff model kindness and respect, and children copy this in their play, quickly developing friendships across the nursery. For example, they give a cheery wave to their friends who pass through the room on their way to the garden.

Staff notice quickly when children become unsettled and step in with calm voices and effective strategies that help them to manage feelings. This consistent approach ensures that behaviour remains positive and that children feel safe and confident to join in. Staff consider each child's age, stage and circumstances when supporting behaviour. Adjustments are made when children have barriers to their learning to ensure that all children are supported appropriately.

Children's welfare and wellbeing: Expected standard

Children's care needs are typically met well by attentive staff who are highly responsive to children's individual needs. Families experiencing difficulties at home benefit from additional support. This helps to ensure that children's welfare is prioritised and that parents feel reassured. Relationships with staff are warm and nurturing, and children develop close bonds with them. This helps children to feel safe and enables them to explore and engage in learning with confidence.

Sleeping and eating routines are supervised carefully. Mealtimes are social occasions where staff model the use of cutlery and encourage conversation. Measures to support health and wellbeing are evident. Staff check the nutritional value of food and ensure that children have regular opportunities for exercise. However, children are not yet consistently taught about the importance of these practices. For example, routines such as handwashing before eating or discussing why healthy food choices matter are not embedded. This reduces children's opportunities to develop responsibility for their own health and establish good habits for the future.

Managing emotions is a strength. Staff share strategies with parents that help children explain their feelings, so both adults and children can understand them. These approaches support children to develop self-help skills, soothe themselves and manage behaviour. This consistency between home and nursery strengthens children's emotional resilience and ensures that they are supported to manage challenges effectively.

Leadership and governance: Strong standard

Leaders and staff have worked extremely hard since the last inspection and have built significantly on the quality of provision. Leadership is purposeful and ambitious, setting a clear vision that inspires continuous improvement across the setting. Actions are carefully planned, delivered with diligence and reviewed with rigour, creating a culture where reflection and refinement are embedded in daily practice. This provides a secure foundation for future development, with a clear capacity to extend quality even further.

Leaders demonstrate a deep understanding of the setting's strengths and act decisively to address areas for development. Decisions are consistently made in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known to social care and those facing other barriers to learning or wellbeing. Staff wellbeing and workload are managed sensitively, with leaders embedding supervision, coaching and training to strengthen teaching skills. Professional development is embraced by staff and has sharpened confidence and practice, leading to more assured teaching and stronger outcomes for children.

The provider remains a consistent presence, ensuring that oversight is purposeful and focused on impact. Partnership working with families and professionals is highly effective, securing vital support for children with complex needs and ensuring that all children benefit from high-quality care and education.