Little Dragonfly Nursery

Inclusion: Strong standard

Leaders and staff identify children's individual needs quickly. They work closely with parents and make swift referrals to external health and educational agencies. Staff receive specific advice and regular training from other professionals. This means staff provide children with high levels of targeted support. Leaders and staff use assessment tools to monitor and track children's progress effectively, including those who may face barriers to their learning. Leaders rigorously review the support they give and assess the impact of any adaptations made. For example, children with special educational needs and/or disabilities (SEND) receive skilful support from additional members of staff.

Leaders and staff support families extremely well. They signpost parents to training opportunities and local community schemes for extra support or advice. Leaders and staff meet regularly with parents of children with SEND and support their learning at home. For instance, leaders create home learning packs that are targeted precisely to children's next steps in learning. This ensures consistency and helps to promote a shared approach to children's learning.

Leaders have considered how they can use additional funding to ensure gaps in children's learning and development close quickly, such as providing targeted training for staff. Leaders use early years pupil premium funding wisely to provide experiences that children may not receive at home. For example, leaders organise visits to local theatres and have created a sensory room. This helps to broaden children's experiences and supports their knowledge and understanding of the world.

Curriculum and teaching: Expected standard

Staff typically interact with children and babies well. For example, staff introduce new words such as 'avocado' and 'leeks' to support older children's developing vocabulary during play. Staff working with young children and babies create positive two-way interactions. Young children talk about their interests and babies are encouraged to babble. This helps children develop their language and social skills. Staff adapt the curriculum to meet the needs of children with special educational needs and/or disabilities extremely well. Staff put play plans in place for these children and use strategies such as focused interactions and objects of reference. This helps develop children's understanding and communication skills.

There is a strong focus on personal, social and emotional development, which means children feel safe and secure. Staff provide daily opportunities for children to develop their physical skills, and children learn how to balance, swing, dig and climb outside.

Leaders have worked hard to develop a progressive curriculum with staff that covers all areas of learning. In the main, the curriculum is understood and implemented effectively to build on what children already know and can do. Staff regularly check children's progress, and this information is generally used well to create age-related next steps. However, leaders recognise that some staff would benefit from further support to consistently embed the curriculum within each room, although plans have not yet been put in place to address this.

Achievement: Expected standard

Children typically achieve well. They develop their language and social skills. Children who face barriers to their learning and/or wellbeing or those with special educational needs and/or disabilities reach their potential. They make consistently effective progress. For example, children benefit from customised resources to engage them in their learning. All children make positive progress from their starting points.

Children are given opportunities to develop their independence skills. Babies feed themselves and young children pour their own drinks. Older children put on their coats and learn to recognise their name. Children work well with others and learn to communicate what they want. For example, young children are encouraged gently to use their words when asking for a book. Older children talk together as they share bricks and toys. This helps children to grow in confidence and to be well prepared for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders understand the importance of promoting children's attendance. They work closely with families and adapt session times to make them more accessible for children with special educational needs and/or disabilities (SEND). This enables all children, including those who face barriers to their learning and/or wellbeing, to feel included and form positive attitudes to learning.

Leaders and staff have formed lovely bonds with the children. They act as positive role models for the children and encourage them to be kind and respectful and to share. Overall, children behave well. Staff give children age-appropriate guidance to remind them of the expectations for their behaviour. Leaders have ensured that all staff understand how to make adaptations for children with SEND, and staff work together well to provide a positive environment for all children.

Generally, daily routines are embedded well. Younger children sit patiently on chairs and wait for their food. They pour their own drinks and choose their melon from the plate. Older children tidy toys away quickly and listen well to a familiar story, joining in with repeated refrains. This helps children develop independence and establish a sense of belonging. However, daily routines are not always well planned and supported when different age groups are together, such as at breakfast time.

Children's welfare and wellbeing: Expected standard

Leaders create an inclusive environment where all children feel valued and loved. They recognise children's individual needs swiftly and work with parents to make referrals to experts. This helps to ensure that all children's needs are met, including those with special educational needs and/or disabilities and those who may face barriers to their learning.

Children form secure relationships with staff, which helps foster a sense of belonging. Babies cuddle their key worker and older children run towards adults for a hug. Staff give children opportunities to talk about their feelings in an age-appropriate way. They use stories and rhymes to help children understand how to regulate their emotions. This helps children develop a sense of emotional wellbeing. Consequently, children typically settle well.

Children develop their physical skills and are supported to take risks in a safe way. Children climb outside and dig in the sand. They carefully climb steps and babies pull themselves up unaided. Children play together with staff and talk about how different kinds of fruit and vegetables make them big and strong. This helps children learn how to be healthy and safe. Staff follow safe sleep practices to keep babies and children safe. However, there are some inconsistencies in mealtime routines, which means children's wellbeing is not yet fully supported throughout the day.

Leadership and governance: Expected standard

Leaders have a good understanding of the nursery's strengths and have identified areas for improvement. Since the previous inspection, the new leadership team has worked hard with staff to develop an inclusive and progressive curriculum, drawing on expert help and advice. It covers all areas of learning and builds on what children already know and can do. However, this is still at an early stage. This means the impact is not yet embedded across all rooms, although children with special educational needs and/or disabilities (SEND) make consistent progress from their starting points.

Leaders prioritise wellbeing and targeted training for all their staff. Leaders talk about the positive impact previous training has had on staff performance. This includes training on interacting with children, communication and language and identifying and supporting children with SEND. Leaders have identified mathematics as an area for improvement and have put things in place to support this. Leaders make decisions that are in the best interests of all children, including those most disadvantaged and those who may face barriers to their learning. For example, leaders spend additional funding on an extra member of staff and on providing a sensory room.

Leaders ensure the safety of their children. They follow safer recruitment practices, and risk assessments are suitable. Staff speak highly about the support they receive from leaders. They feel included in the decisions made and value the opportunity to develop new skills.