Little Cygnets Childcare Ltd

Inclusion: Strong standard

Procedures to identify and assess the needs of children who face barriers to learning are highly robust. Leaders ensure that all staff are extremely vigilant in raising any concerns they may have about children's development in a timely manner. Staff work closely with families to ensure that they gather all relevant information to help them to carry out assessments. Leaders prioritise taking time to meet with families face-to-face to ensure they understand any barriers to learning that may have emerged. Initially, leaders support staff to review and refine their planning so that reasonable adaptations are made to help individual children to participate and to succeed. They make sure that children's key person spends dedicated time working on their next steps in learning. When it is identified that other professionals may need to become involved, leaders engage with the local authority inclusion specialists to seek their advice. Leaders then make appropriate referrals as well as signposting parents to places where they can access support.

The nursery welcomes regular visits from different professionals, such as physiotherapists. Leaders make sure that key members of staff have time with these specialists so they can fully understand their recommendations. Staff confidently explain how they have incorporated these strategies into children's planning. Leaders regularly review children's progress and work collaboratively with their families to ensure that support remains responsive and highly effective. This ensures that children with special educational needs and/or disabilities (SEND) make significant progress.

Leaders make effective use of any additional funding they may receive to ensure positive outcomes for eligible children. It is directed towards additional staffing or resources which are tailored to meet the needs of the children concerned.

Parents appreciate leaders' commitment to supporting children with SEND, for example by attending meetings with them and completing paperwork on their behalf. This support is described as 'life-changing'.

Curriculum and teaching: Expected standard

Children benefit from a broad and balanced curriculum that covers all areas of learning. Leaders have identified key aims for each of the nursery's rooms. This helps staff to focus on the most important aspects of learning when planning activities. Careful thought is given to how learning is sequenced so that it builds on what children already know and can do. For example, leaders have looked at how to promote children's self-care skills progressively across the nursery. They have made changes to the cups they provide to the younger children and gradually introduce new things for children to do for themselves, such as pouring their drinks, slicing their fruit and clearing away their plates.

There is a strong emphasis on promoting children's communication and language skills. Staff in the baby room have accessed training so that they understand how best to support early speech. They use different props to help children recognise and join in with familiar songs. Staff are thrilled when they see a group of children in the baby room mimicking this activity when they are playing independently. Older children regularly share books with staff, who read with considerable animation and use questions skilfully to encourage children to answer in increasingly longer sentences.

Staff generally adapt the amount of support they provide to children appropriately. For example, children with special educational needs and/or disabilities may work in smaller groups so that teaching is even more focused.

Achievement: Expected standard

Children typically make effective progress in all areas of learning. They acquire knowledge and develop new skills as staff join them in their play. There is then plenty of opportunity for them to practise and consolidate this learning independently or with their friends. Children play with purpose and display high levels of focus and concentration for their age. Babies are highly inquisitive as they select resources to play with independently. Older children confidently engage in role play without the need for staff to direct them. Children, including those with special educational needs and/or disabilities, are becoming confident communicators as they learn how to express their feelings and preferences.

Children are generally well prepared for their next stage in learning. They receive effective support as they move into different rooms. Older children benefit from an environment and routine that help them to be ready to move on to school. However, younger children in the pre-school room do not always make as much progress as they could, as the daily routine is not consistently adapted to meet their needs.

Behaviour, attitudes and establishing routines: Expected standard

The nursery environment is calm, purposeful and harmonious. Children are treated with kindness and respect. This helps children to understand how to interact with others. It is clear that children are beginning to form firm friendships. When it is time to go home, children say goodbye to their friends. They are given time to do things for themselves, but staff are also highly responsive and intervene when they recognise children may be becoming frustrated. This helps children to develop positive attitudes to learning. Children appear to be very keen to attend, and leaders work with parents to promote punctuality.

Children's behaviour is typically of a high standard because staff help them to understand what is expected of them in an age-appropriate manner. Where children occasionally struggle to regulate, staff implement effective strategies to support them to engage appropriately. These include providing a distraction or explaining to older children the impact of their actions on others.

Occasionally, children become unsettled at times of transition, for example after a meal. Staff provide comfort and support when this occurs. There are also times when the daily routine does not fully promote purposeful learning. Sometimes children have to wait at the table for too long, or their play is interrupted when staff ask them to do something else. Leaders recognise these areas for development and already have plans in place to strengthen practice further.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children's safety and wellbeing are given high priority. They ensure that the environment is suitable, including considering how children can safely access dedicated nursery space in a communal building. Staff deployment is effective and children are supervised vigilantly throughout the day, including when eating. Safe-sleep practices are maintained with clear monitoring arrangements. Leaders recognise the importance of supporting children to use the toilet independently before they go to school. Hygiene standards are generally effective. Children know when they must wash their hands. They also use mirrors to help make sure their faces are clean after eating. However, on occasions, staff are not clear about the nursery's policy and procedures to consistently promote high levels of hygiene, for example when dealing with children's runny noses.

Children learn about healthy lifestyles. Menus include plenty of fresh fruit and vegetables. Where children are reluctant to eat a balanced diet, staff work with parents to consider strategies to broaden their food choices. Staff help children to understand how to keep themselves safe in the sun by staying hydrated and applying sun cream. Children giggle as staff suggest they put sun cream on a dinosaur to protect it from the ultra-violet rays. There is a strong emphasis on fresh air and exercise. This includes regular sessions with a fitness coach.

Leadership and governance: Expected standard

Leaders are passionate about providing the highest quality of provision possible. They have implemented many positive changes since taking over the nursery. Parents say that they find leaders to be approachable, supportive and dedicated. There have been a number of changes to the staff team. Leaders have placed a strong emphasis on supporting newly established teams to review and develop each room in the best interests of the children. While some changes are already very effective, leaders recognise that some require further work to ensure that good practice is embedded, for example in relation to some daily routines. They welcome support and advice from the local authority.

Staff say they feel valued and that they enjoy working at the nursery. There appears to be a strong sense of teamwork with the more experienced staff guiding those who are newer to the profession. Staff are encouraged to access professional development opportunities in addition to mandatory training. Leaders have made some changes to the way staff carry out observations and communicate each day with parents through the nursery app to reduce staff workload.

Leaders have maintained strong links within the local community, for example the on-site library. They take part in fundraising activities and support a local foodbank. Parent partnerships are very important to leaders, and feedback indicates that parents are highly positive about the nursery and the way their children are nurtured.