Little Cubs Day Nursery Ltd

Inclusion: Expected standard

Leaders and staff identify children's needs early. They gather information during the settling-in sessions from parents and carers to complete baseline assessments. A graduated approach is used to assess all children, including those with special educational needs and/or disabilities and those who may have other barriers to learning. All children are making progress. This is monitored by staff closely and reviewed regularly to identify appropriate next steps. Leaders work in partnership with the local authority early years specialists and other external agencies to help improve children's outcomes.

Leaders and staff prioritise early identification and targeted support for children with additional needs, barriers to learning and those who speak English as an additional language. Staff training is targeted and continuous to strengthen their ability to deliver inclusive practice where children thrive. Leaders are still developing and embedding the resources and strategies needed to support children with additional needs in their routines. Adaptations are not yet fully consistent across the provision, and leaders recognise this is an area for further development in order to strengthen their practice.

Leaders use early years pupil premium effectively and understand the impact it has on children. For example, funding is used to support the children's learning and development through additional resources and also specific training based around the children's area of need.

Curriculum and teaching: Expected standard

Leaders have designed a thoughtful and intentional curriculum. The setting focuses on a balance of child-led play and adult-led activities, allowing children the opportunity to guide their own learning. There is a clear focus on physical, personal, social and emotional development, and communication and language. Overall, the curriculum is inclusive of those with special educational needs and/or disabilities (SEND) and other barriers to learning, and children's interests are used to support their engagement. As adaptations for additional needs are still being embedded, leaders continue to strengthen how the curriculum will meet the needs of children with SEND as the provision grows.

Staff support children's communication and language development well and use opportunities to extend children's language. Children enjoy singing songs and rhymes to support their language skills. The setting uses a rich vocabulary and encourages children's thinking skills. For example, they introduce language of 'near' and 'far' when looking through small rubber rings to imitate glasses. They then move these towards their eyes, and away, to observe the environment around them. As a result, children confidently use new words and apply them in different contexts.

Promoting children's independence is a key strength of this setting. All children have the opportunity to select their own resources and toys, dress themselves up for role play and wash their own hands. For example, during snack time, children are encouraged to wash their piece of fruit, bring it to the table and cut it with a staff member using a butter knife to create their own slices. This helps children develop their confidence and self-care skills.

Physical development is supported through the free-flow outdoor play opportunities, and through thoughtful indoor activities set up by staff. For example, a tray was set up with coloured teddies and coloured cups with tweezers, and children enjoyed using the tweezers to grab the teddies and put them in the cups. These experiences strengthen children's coordination and fine-motor control.

Mathematical language is used consistently to support children during play. For example, when going down the steps to the garden area or the main entrance, staff encourage children to count the steps out loud together. Children's development of early number awareness and confidence with counting is considered.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, achieve well from their starting points and are well prepared for the next stage of their learning. They make independent choices in their play and confidently serve themselves snacks, food and drinks. This supports them to develop important life skills. For example, when children want water in a cup, staff support children to independently pour some water from a jug into their cup. These experiences help children develop their independence and self-care skills.

Children generally develop age-appropriate speech and language skills. They recall rules and boundaries in the setting, invite staff into their play and use key vocabulary, such as 'taller' or 'shorter', when building towers from blocks. Songs and rhymes are continuously sung or played to further support children's speech and language development. Children develop their communication and language skills, using new vocabulary confidently during play and interactions.

Pre-school children demonstrate positive self-care skills. They can wash their own hands, and go to the toilet with minimal adult support. Children are beginning to understand the importance of hygiene to avoid germs. Children also show growing physical and personal development, demonstrating coordination, independence and awareness of healthy routines.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set high expectations for children's behaviour and attitudes to learning. Importance is placed on monitoring children's attendance and punctuality effectively for all children. They maintain accurate records and follow up promptly to ensure children's safety. When barriers are identified, leaders work in partnership with families to provide support. For example, flexible session times are offered to help parents and carers manage work or family commitments.

Children typically understand the expectations for their behaviour. A positive range of approaches and techniques can be seen from staff to support children with the expected behaviour. For example, praise is given to children when they tidy up after themselves. Staff support children when they need reminders about what to do to help keep the setting tidy and safe.

Parents and carers speak positively about the nursery. They comment on the progress their children have made in the short time they have been attending. Parents also comment on how much more open children are to following boundaries and routines in the home. Positive and nurturing relationships are evident between staff and children. These are a key strength of the setting. This contributes to children feeling safe and developing a secure sense of belonging.

Staff support children to develop their social skills through trips to the local library or park. These outings allow children opportunities to play with other children and gain new friendships. When children are on outings, leaders and staff emphasise the importance of treating other children with kindness, care and respect.

Children's welfare and wellbeing: Expected standard

Leaders establish and sustain a culture where warm, responsive care is prioritised. The welfare and wellbeing of all children, including those who are known or previously known to children's social care, are promoted effectively through nurturing and consistent interactions that support secure attachments. Leaders set and model high expectations for secure attachments and consistent interactions. Leaders and staff gather detailed information from parents and carers when children start, ensuring children's individual dietary needs and other additional needs are met. Leaders support staff to use this information to tailor care routines and meet children's individual needs.

Leaders and staff consistently promote healthy food and drink choices throughout the day. Staff and children eat meals together and communicate about their food choices. Through this, children learn the importance of making healthy choices. This includes practising positive self-care routines, such as washing their hands after using the toilet and before mealtimes to prevent the spread of germs. Staff promote healthy choices by modelling positive conversations about food and supporting children to understand hygiene routines. Routines are thoughtfully structured to meet children's individual needs, and these consistent and predictable routines help children regulate their emotions and feel safe and secure.

Leaders and staff make sure that children have daily access to outdoor play, offering space to move, explore and develop gross motor skills. Leaders ensure this time is used purposefully, with opportunities to build on children's learning and skills. The local park and the garden are used for play. Leaders risk assess these spaces appropriately.

Leadership and governance: Expected standard

Leaders have a clear and accurate understanding of their setting. Leaders use this understanding to make decisions that directly strengthen the quality of provision and ensure children's needs are met. Since opening, they have made several improvements and adjustments, including strengthening staff recruitment processes. This ensures the nursery is accessible for all children, with resources and adjustments available to support those particularly with barriers to their learning. Leaders are developing the environment so that it increasingly reflects children's needs and supports their engagement. However, leaders recognise that further work is required to embed consistent adaptations across the provision. Leaders have also prioritised recruiting more staff so that the setting can be open to more children.

Leaders consistently make decisions that are in the best interests of the children. Regular staff supervisions are conducted to support staff practice. Leaders place importance on the mental health and wellbeing of staff by offering flexibility with employment to allow for a healthy work-life balance. These decisions help staff maintain a manageable workload and sustain high-quality interactions with children.

Partnerships with external agencies are effective. Regular and consistent meetings with an extensive range of specialists and professionals ensure leaders and staff make effective adaptations to improve children's outcomes. This partnership work ensures leaders act in the best interests of disadvantaged children and those known to social care, enabling them to access the support they need.

Leaders work effectively to review practice and secure improvements which positively impact children's outcomes, alongside parents and carers. Leaders are actively developing their knowledge and skills through training and webinars. Professional development is beginning to strengthen practice. However, leaders acknowledge that further consolidation is needed to secure consistently effective teaching across the setting.