Little Dippers

Inclusion: Strong standard

Leaders have established a positive and inclusive culture. They know children well and support them to access learning from their individual starting points. Practitioners use observations, assessment information and partnership working with families to identify children's needs early and reduce barriers to their learning and development. They implement a graduated approach and work effectively with external professionals and families to support children who may face barriers to learning. Parents and carers speak positively about leaders and practitioners. Parents comment on the support they receive to understand their children's development and throughout assessment and referral processes.

Practitioners adapt the provision to meet children's individual needs. They use visual supports, communication systems, structured attention-building activities and targeted interventions. These support children's communication, interaction, emotional wellbeing and independence very well. For example, practitioners work with external professionals to adapt the environment and provide targeted support for children's physical development needs. They use motivating resources and carefully planned activities. These increase children's participation, mobility and independence. Practitioners demonstrate an excellent understanding of how assessment information is used to identify barriers to children's learning and plan their next steps. They describe positive outcomes, including improvements in children's engagement, communication, participation in routines and confidence in learning alongside their peers.

Leaders support children facing a range of barriers to their learning and wellbeing through early identification, targeted support and partnership working with families and professionals. As a result, children are included in all aspects of nursery life and make progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders design a curriculum that builds on children's interests, developmental needs and next steps in learning. Practitioners use observations and assessment information to plan learning experiences that help children to make progress across the areas of learning and development. They adapt activities and interactions to meet individual needs and ensure all children can access learning.

Practitioners demonstrate a secure understanding of how activities support children's learning and development. They explain clearly how experiences develop children's communication and language, personal, social and emotional development, literacy, mathematics and understanding of the world. For example, after observing children's interest in butterflies, staff introduced activities linked to life cycles and the story of 'The Very Hungry Caterpillar'. Children explore stories, counting, healthy eating and change over time through discussion, play and experiences. Staff describe how these activities support children's next steps and extend their understanding across several areas of learning.

Practitioners use children's interests effectively to engage them in learning. They use familiar stories, construction, creative activities and outdoor experiences as starting points for conversations, problem-solving and exploration. Children develop positive attitudes to learning and are increasingly able to participate in group activities and routines.

Although leaders and practitioners are aware of children's current next steps and how to build on these, they are not consistently able to further explain their expectations for the goals they want all children to achieve before they move on to the next stage of their learning.

Achievement: Expected standard

Children typically make progress from their individual starting points across the areas of learning and development. They develop communication, physical, mathematical, and personal, social and emotional skills. Children become increasingly confident, independent and ready for their next stage of learning.

Children apply what they learn during everyday play and routines. For example, children who previously found group activities difficult now join whole-group sessions, wait for their turn and play alongside their friends. During sensory play, children remind each other to use gentle hands and play kindly. Children explain the importance of looking eyes and listening ears and talk confidently about why these help everyone learn together during group activities.

Children with special educational needs and/or disabilities make progress in communication, independence, engagement and participation. They increasingly join in with routines, play and learning alongside other children. Children develop the knowledge, skills and confidence they need for future learning and successful transitions.

Behaviour, attitudes and establishing routines: Expected standard

Children form warm relationships with staff and know the daily routines. Clear expectations and visual prompts help children to understand what to do and to take part successfully in nursery life.

Children develop positive attitudes to learning. They listen carefully, make choices, take turns and play cooperatively with their friends. They independently use the registration board, collect their belongings, tidy away resources and prepare for mealtimes. Children remain calm, engaged and purposeful throughout the day. They move confidently between activities and follow familiar routines with increasing independence.

Leaders promote the importance of regular attendance. Staff follow up unexpected absences promptly to check children's welfare and maintain continuity in their learning and support. Children's behaviour is typically calm and purposeful. They engage well with activities, follow routines independently and show respect and kindness towards others.

Children's welfare and wellbeing: Expected standard

Leaders create a safe, welcoming and inclusive environment where children feel secure, valued and cared for. Warm relationships with staff help children to develop confidence and a sense of belonging. Parents and carers speak positively about the care, support and guidance they receive.

Children typically experience consistent routines that support their welfare and wellbeing. They enjoy relaxed mealtimes where they talk with adults and friends, feed themselves and develop increasing independence. Leaders adapt routines when needed to protect children's health and wellbeing. For example, children continue to enjoy indoor and outdoor learning safely during periods of hot weather.

Children benefit from regular opportunities to develop their physical health and emotional wellbeing. They run, climb, balance and explore different ways of moving throughout the day. Children learn about healthy lifestyles through stories, play and everyday experiences. They also take part in singing sessions and play-dough activities that help them recognise emotions, develop friendships and build positive relationships. Parents join some of these sessions, helping children to experience consistent messages about feelings and relationships at home and in the nursery.

Leadership and governance: Expected standard

Leaders have established a positive and supportive culture that prioritises children's wellbeing, inclusion and development alongside staff wellbeing and professional growth. Staff receive regular mentoring, supervision sessions and training. They describe feeling well supported and describe their increased confidence in safeguarding, child development and supporting children's learning and wellbeing as a result of this.

Leaders work proactively with the local authority, families and external professionals to review practice and identify priorities for improvement. Following external reviews, they strengthened the use of visual supports and adapted the environment to improve children's communication, independence and participation. Children use these supports confidently to make choices, follow routines and access learning.

Leaders have prioritised children's personal, social and emotional development across the nursery. Children benefit from approaches that help them understand emotions, build positive relationships and develop self-regulation. Parents speak positively about the support their children and families receive.

Leaders and practitioners are able to explain the purpose of individual activities confidently and know how to build on these to support children's learning. However, they are not able to confidently explain the longer-term knowledge, skills and behaviours that they want children to develop in order to support them to reach the next stage of their learning, including the move on to school.