Little Conkers Limited - Willows link

Inclusion: Expected standard

Leaders and staff get to know the children well, including those who may face barriers to their learning. They build strong relationships with families and make effective use of the information they gather about children's needs, interests and home experiences. Staff carry out regular observations and assessments of children's learning and typically use this knowledge to plan for each child's individual needs. Leaders take action to reduce potential barriers to learning. For example, they adapt transition times to support children's emotional wellbeing, and this enables children to feel safe and secure in new experiences. Subsequently, children make positive progress from their starting points.

Leaders identify children's emerging needs quickly. They implement clear procedures to identify concerns, implement support strategies and seek advice from other professionals when needed. For example, staff provide small group activities and one-to-one time to support children's individual needs. Leaders use funding effectively, such as providing additional experiences to enhance outcomes for children. Children take part in extracurricular activities, such as music and movement sessions, which supports their physical development. Leaders promote an inclusive culture through training and regular discussions with staff about children's individual needs.

Curriculum and teaching: Expected standard

Leaders have a clear and ambitious vision for the curriculum. Staff focus on supporting children's personal, social and emotional development and build trusting relationships with children and their families. They prioritise helping children feel safe, secure and ready to learn. Staff have a good understanding of child development and provide experiences that support communication and language from an early age. For example, staff enthusiastically read books. They encourage children to lift flaps, explore textures and name familiar objects. During singing sessions, children excitedly join in with the actions. Younger children smile in delight, moving their bodies and older children join in with the words. These experiences help to extend children's vocabulary and sustain their attention. However, at times, staff do not consistently teach children how their actions may make others feel. For example, they remind children to use gentle hands but do not explain the reasons for this or help them understand the impact their actions have on others. As a result, opportunities to develop children's understanding of expectations are not always maximised.

Staff support physical development effectively. They provide climbing equipment, push along toys, sensory experiences and opportunities for movement to music. As children begin to learn to stand unaided, staff are on hand to praise their achievements which builds children's self-esteem. During mealtimes, staff encourage children to feed themselves which develops independence and coordination. Staff provide a broad range of resources that reflect children's interests and developmental stage. They typically use what they know about each child to provide targeted experiences that builds on prior learning. However, at times, the curriculum is activity led and does not fully consider what children already know and can do. Occasionally, learning happens by chance rather than through a planned sequence. At these times, staff do not consistently build on children's prior learning or identify the precise knowledge and skills they want children to develop. As a result, children do not always make the best possible progress across all areas of learning.

Achievement: Expected standard

All children, including those who may face barriers to their learning, make progress from their starting points. From the start of their care, they develop a sense of security through secure bonds with key persons. This enables them to access the wider curriculum with growing confidence. Children develop communication skills through daily interactions and carefully planned experiences. At mealtimes, they learn to express themselves using both spoken language and sign language. Young children become confident to express themselves through non-verbal methods and staff are on hand to swiftly respond to their needs.

Children demonstrate increasing confidence in exploring their environment. They access resources independently, or with the support where needed, engage in stories and songs, and participate in familiar routines. Young children develop physical skills through opportunities to crawl, stand, walk and climb. Older children develop fine motor skills through carefully planned activities, such as manipulating play dough and trying to release animals under sticky tape. Activities such as these, strengthen muscles needed in later learning for putting on socks, doing up coat zips and holding pencils while promoting concentration and problem-solving skills.

Behaviour, attitudes and establishing routines: Expected standard

Well established routines help children understand what is happening throughout the day. Children join group times confidently, participate in songs and respond positively to familiar activities. For example, children smile and join in with sensory activities where they play peek-a-boo with scarves. Staff encourage independence during mealtimes, self-care routines and play. They provide meaningful praise and encouragement, which builds confidence and self-esteem.

Leaders ensure that secure key person systems are in place and regularly review these to meet children's needs effectively. Staff recognise the importance of helping children settle quickly and use their knowledge of children's individual needs to promote a sense of belonging. Staff create a calm and nurturing space where children feel emotionally secure and ready to engage in learning.

Children typically behave well and demonstrate positive attitudes to learning. They form secure relationships with staff and show confidence in exploring their environment. Staff typically act as positive role models and children replicate these behaviours as they play and explore. For example, at mealtimes, children copy staff as they use sign language to communicate manners such as please and thank you.

Leaders work in close partnership with parents to promote good attendance. This helps them understand the benefit of regular attendance and the positive impact attendance has on their child's development.

Children's welfare and wellbeing: Expected standard

Leaders have created a calm, inclusive environment where children are supported to feel safe and emotionally secure. Parents engage confidently with staff and share information that supports children's wellbeing and development. Subsequently, staff know the children well and respond quickly to their emotional and physical needs. Babies and children show clear signs of trust in familiar adults, often seeking comfort and reassurance.

Staff supervise children well as they play. They use these opportunities to reinforce messages about personal safety. For example, as babies practise climbing up stairs and explore ways of moving down the ramp, staff remind them of how to manage these experiences safely.

Safe and nurturing sleeping arrangements are embedded across the setting. Staff provide gentle reassurance to help babies and young children fall asleep, and well embedded procedures ensure sleeping children are continuously monitored. Staff understand children's health needs and manage allergies and dietary requirements effectively.

Staff model respectful and nurturing interactions with children. For example, they seek their consent when supporting their care routines, such as when they change nappies or wipe children's nose. However, staff do not always model effective hygiene practices consistently. For example, they do not always wash their hands after wiping children's noses. This means that opportunities to promote good hygiene habits are not always maximised.

Leadership and governance: Expected standard

Leaders demonstrate a strong commitment to providing a safe, inclusive and nurturing environment. They have high expectations and, overall, provide the support required to maintain these high standards. Leaders have an accurate understanding of what the nursery does well and areas on which they are focussing on. They recognise that due to staff changes, some areas of the provision are not as well embedded as others.

Leaders ensure that training, including safeguarding and first aid, is completed in a timely way by all staff. Professional learning opportunities help staff to feel confident and well equipped to meet the needs of all children. For example, all staff complete training to support their understanding of special educational needs. However, leaders do not yet provide the focused support and coaching needed to ensure that all interactions are consistently high quality and promote children's care and learning needs effectively.

Leaders and staff work in close partnership with families and other professionals to meet the needs of children who may face barriers to learning. Parents praise the support provided to help their children manage these challenges both in the setting and at home.

Safer recruitment procedures are well embedded. All staff, including those new to their role, report feeling well supported. Leaders monitor staff's ongoing suitability through regular supervision and place a strong emphasis on staff wellbeing.