Little Bells Pre-school and Nursery

Inclusion: Expected standard

Overall, leaders and staff have a secure understanding of children's circumstances and are committed to meeting children's individual needs. They draw on external support from professionals when needed, and work closely with parents to help them know and understanding how best to support children's needs. They develop plans, with targeted support, and deliver interventions that are specific to children's individual needs. Staff typically ensure that all children are included in sessions and activities to create a sense of belonging. They are attentive to children's individual needs and make adaptions, such as ensuring resources are accessible for all children and allowing movement breaks where the need is identified.

The effective key-person system enables staff to observe, assess and monitor their key children's learning developments closely. Leaders have identified developmental milestones which are used to measure progress and to quickly identify and respond to any emerging concerns. They understand how to refer children to relevant outside professionals, and use funding to ensure children receive the support they need.

Leaders and staff focus on children's speech and language development. They have designed ways to support children in understanding communications, such as the use of symbols on staff lanyards to reinforce behaviour expectations in picture format. Staff have received Makaton training which has enhanced their skills and typically supports children to become confident communicators.

Curriculum and teaching: Expected standard

Leaders have a clear curriculum intent. They have developed their own curriculum, which is built around themes and learning opportunities that incorporate children's interests. For example, during a theme on transport, staff support children to develop their play by drawing on children's interest from a recent holiday. Leaders have considered how the curriculum develops skills over time through identifying key milestones. Staff incorporate mathematics into daily routines and experiences. For example, staff ask pre-school children to name colours and numbers while walking in the local area. However, leaders should strengthen curriculum delivery to ensure that teaching consistently offers high-quality, intentional learning opportunities that extends learning for all children.

Staff read stories to children regularly to foster a love of books and build warm, trusting relationships. For example, children actively seek out their key person. They often choose to sit on their knee to share a book together, demonstrating strong bond-building interactions. Typically, children develop their small and large physical skills well with opportunities provided indoors and outdoors. For instance, babies use low-level furniture to pull themselves up on, while pre-school children access larger equipment in the garden, such as swings, to develop strength and coordination.

Overall, staff are highly attuned to children's needs, particularly those with special educational needs and/or disabilities. Typically, key persons identify when children require movement or sensory breaks and respond promptly. For example, the use of the soft-play area provides effective regulation support, helping children remain settled and engaged in their learning.

Achievement: Expected standard

Overall, children at all stages of development make steady progress from their starting points. They access a wide range of learning experiences across all areas of the early years foundation stage. Children are generally prepared with the necessary skills they need to move on to school. For example, children engage in 'school ready' group sessions which teaches them to tie their shoelaces and dressing independently.

Children enjoy exploring with motivation to try things for themselves and celebrate their achievements. For example, toddlers proudly clean their own faces after lunch and the adult says, "good job". Children typically sustain attention by listening, responding and maintaining high levels of concentration during interactions and play. They communicate confidently with peers of all ages and adults. Children with special educational needs and/or disabilities are typically supported one-to-one, to maintain their engagement in activities. Children show growing curiosity as they explore learning areas, demonstrating interest across the curriculum.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established a welcoming and supportive environment for children where their regular attendance is promoted. There are effective settling-in processes for children on entry, which are bespoke to individual needs. Staff have developed warm, trusting relationships with children. Typically, they provide familiar daily routines to help children feel secure and know what to expect. For example, staff and children sing a daily song together to signal tidy-up time and mealtimes. Children use visual timetables to understand routines, supporting those with special educational needs and/or disabilities to anticipate what comes next.

Overall, children of all ages engage in activities and staff support children to sustain their interest. They generally benefit from the mixed-age environment, which supports the development of a wide range of skills. For example, younger children enjoy playing alongside older peers, who effectively model turn taking and language. In turn, older children gain from acting as role models, developing a sense of responsibility and confidence as they support younger children.

Children's welfare and wellbeing: Expected standard

Children enjoy their time at the setting. They play together happily across mixed-age groups, both indoors and outdoors. They move safely and confidently through the learning spaces. Leaders and staff provide nurturing care, enabling children to build positive relationships and secure attachments. For example, children are welcomed warmly by staff on arrival, which helps them to leave their parents and feel comfortable, safe and secure. Children enjoy being physically active, and relish their time spent in the soft play area and outdoors in the garden, supporting their wellbeing.

Typically, staff share information with parents and/or carers, ensuring there is a two-way communication system. Parents speak very positively about the support they receive, especially for children with special educational needs and/or disabilities. Staff know each individual child well, which means they can implement effective care practices that meet children's individual needs.

Staff encourage independence in managing personal needs. For example, children wash their hands independently before mealtimes and help themselves to their food. Likewise, children of all ages receive encouragement to wash and dry their own plates after mealtimes. Staff are knowledgeable about children's individual dietary requirements and are attentive to children's likes and dislikes.

Leadership and governance: Expected standard

Leaders have built a clear and well-articulated vision for the setting. Overall, staff demonstrate a strong, shared commitment to this strategic direction. They have identified strengths and areas for development. This has enabled them to make targeted improvements. They are clear about their next steps for development moving forwards. For example, leaders have identified the need to further strengthen school leavers' independence skills before transition.

Staff speak positively about the support they receive from leaders, and describe the team as reflective, as do leaders. Staff say their wellbeing is supported and monitored effectively. Leaders are mindful of staff workload and take steps to ensure it is manageable. For example, leaders have taken steps to reduce paperwork for staff. Leaders have reflected on their induction process and made changes to increase the level of support that new staff receive. Staff have access to professional-development opportunities and benefit from being part of a wider network of settings. However, leaders should strengthen professional development to improve teaching consistency and better engage older children during mixed-age learning.

Leaders and staff form effective partnerships with parents and communicate with them clearly and consistently. Parents express genuine appreciation for the detailed information they receive, and value the warm, friendly relationships that staff build with them and their child.