Little Explorers: Garswood

Inclusion: Expected standard

Leaders have created an inclusive nursery where they support and value children and their families. They have established effective systems to identify children who may require additional support at the earliest opportunity. Leaders work closely with families to gain a detailed understanding of each child's individual strengths and needs. This enables targets to be put in place promptly and reviewed regularly as children develop over time.

Partnership working is a particular strength. Leaders have established highly effective relationships with a wide range of external professionals to ensure specialist advice informs children's support plans and daily experiences. Practitioners understand children's individual targets and adapt the environment and resources to reduce barriers to their learning.

Leaders use additional funding well and thoughtfully, such as early years pupil premium and/or disability access funding, to remove barriers to children's learning. For example, they have provided additional resources and adaptations to the outdoor environment enable children to access outdoor learning independently. As a result, children develop confidence, increase their independence and are well prepared for the next stage in their education. However, staff do not consistently use opportunities to remove barriers to children's communication. For instance, prolonged dummy use for some babies reduces their opportunities for interaction and the development of early communication and language skills.

Curriculum and teaching: Expected standard

Children benefit from a curriculum that reflects their individual starting points, interests and developmental needs. Practitioners use assessment information effectively to identify what children need to learn next and adapt activities so that, in the main, children remain engaged and motivated to learn. As a result, children confidently explore, investigate and develop new knowledge. Practitioners typically plan activities to encourage children to think, investigate and solve problems. They use effective questioning, introduce new vocabulary and encourage children to explain their ideas. This helps children to develop confidence as learners. Practitioners use stories, songs and rhymes throughout the nursery to strengthen children's language, imaginations and enjoyment of books from an early age.

Children develop a love of stories from an early age. Babies and older children enthusiastically join in with familiar books, songs and rhymes. Practitioners use expression, repetition and carefully chosen questions to extend children's vocabulary. For example, they ask children what will happen next in a story, engaging them in learning and encouraging them to think critically. The curriculum is adapted appropriately for children with special educational needs and/or disabilities through close partnership working with external professionals. Individual targets help children with barriers to learning make appropriate progress from their starting points.

Learning extend children's experiences beyond the nursery through thoughtfully planned visits within the local community that build on children's interests. These opportunities help children to understand the world around them, while enriching the curriculum with meaningful first-hand experiences. However, practitioners do not use opportunities to maximise the youngest children's communication and language, particularly where daily routines do not consistently support early language development.

Achievement: Expected standard

Children generally develop the knowledge, skills and confidence they need for the next stage of their learning. They typically make progress from their individual starting points and acquire communication, physical, mathematical and personal skills expected for their age and stage of development. As they move through the nursery, children become increasingly confident learners who enjoy exploring new experiences and applying what they already know.

Children use their growing vocabulary to communicate their ideas, develop positive relationships with others and engage in purposeful play. They demonstrate increasing independence during everyday routines. Children participate in activities that encourage them to think, investigate and solve simple problems.

Children with barriers to learning achieve well because they are supported to work towards meaningful developmental targets that reflect their individual needs. Consequently, children are well prepared for transitions within the nursery and, in the main, leave with the knowledge, skills and confidence they need to be ready for school. However, for some babies, opportunities to consistently promote early communication and independence are not fully maximised, which means they do not always make consistent progress in these areas.

Behaviour, attitudes and establishing routines: Expected standard

Children are happy, settled and generally demonstrate positive attitudes towards their learning. They quickly become absorbed in activities and confidently follow familiar routines throughout the day. Warm and nurturing relationships with practitioners help children to feel emotionally secure and develop a sense of belonging within the nursery.

Practitioners understand children's individual needs and respond calmly and consistently when additional support is required. For example, when children find it difficult to regulate their emotions, practitioners implement strategies that help them to re-engage with their learning. As a result, children develop emotional wellbeing and make progress in recognising and managing their feelings.

Children behave well and learn to play cooperatively with one another. Practitioners typically encourage sharing, kindness and positive manners through everyday interactions. During group activities, children share resources, listen to each other's ideas and celebrate one another's achievements, creating a positive learning environment. Leaders promote attendance effectively. Leaders and practitioners understand the importance of regular attendance and follow clear procedures when children are absent. Parents and carers speak positively about the key-person system. They value the relationships they develop with staff, helping children to feel safe, secure and ready to learn.

Children's welfare and wellbeing: Needs attention

Although the nursery has procedures in place to promote positive hygiene, practitioners do not consistently implement these in practice. During the inspection, staff did not always wash their hands after wiping children's noses or following nappy changes, changing mats were not always cleaned between children and babies routinely washed their hands in a communal bowl before meals. As a result, children are not consistently supported to develop effective hygiene habits and understand about the risk of germs spreading.

Children are cared for by practitioners who know them well and respond warmly to their individual needs. Children enjoy nutritious meals, spend time outdoors each day and develop increasing independence through daily routines. Recent improvements to the outdoor environment have created more opportunities for younger children to develop their physical skills through exploration and active play.

Leaders promote children's wellbeing beyond the nursery by encouraging healthy lifestyles and supporting families to reduce unnecessary screen time. They use resources, such as the nursery lending library, to encourage parents and carers to share books at home and strengthen children's early literacy experiences.

Leadership and governance: Expected standard

Leaders have established a positive culture where children, families and staff generally feel well supported. They have a clear understanding of the nursery's strengths and areas for development and take appropriate action to improve children's experiences. Recent investment in the learning environment demonstrates leaders' commitment to continual improvement and to meeting the changing needs of the children who attend. However, while leaders recognise that the hygiene procedures they expect are not being implemented consistently in practice, this has not been fully addressed in practice.

Professional development is valued and carefully aligned to the development plan. Staff are encouraged to undertake additional training that develops their expertise and broadens opportunities for children. Practitioners speak positively about the support they receive through regular supervision sessions, professional discussions and access to training that reflects their own aspirations and the needs of the nursery.

Leaders place an emphasis on staff's wellbeing. Practitioners describe leaders as approachable and supportive. They value the adjustments made to enable them to continue working safely when personal circumstances change. Staff also benefit from initiatives that promote their physical and emotional well-being, contributing to a positive working culture.

Parents and carers speak highly of the nursery and describe communication as open, honest and responsive. They appreciate the regular opportunities to discuss their children's development and value the trusting relationships they develop with practitioners. Consequently, families work in partnership with the nursery to support children's learning, development and wellbeing.