Little Ferns

Inclusion: Expected standard

Staff complete regular and effective observations and assessments on children which support them to identify gaps in children's learning and development. If gaps are identified staff are quick to put plans in place and provide additional support to meet children's individual needs. Staff support children's starting points effectively, ensuring those with special educational needs and/or disabilities and those with other barriers to their learning receive tailored, targeted support in the quickest time possible. Children and their families are provided with ongoing support that enables children to make the progress they are capable of. This includes staff speaking and working closely with other agencies for advice and additional support.

Staff have created an inclusive environment and adapt their interactions with children to meet their individual needs. This reduces barriers to learning and promotes wellbeing. This ensures that all children make the progress they are capable of. Leaders and managers recognise who is entitled to additional funding and how this can be used to provide resources and staff training to support children's wellbeing and learning further.

Curriculum and teaching: Expected standard

The curriculum is ambitious and covers all areas of learning and development. When planning, staff consider the needs and stage of learning of children to ensure activities support children to make continuous progress in their development. Children are independent learners and develop their personal and emotional development, taking on tasks with confidence. They show perseverance as they tackle tasks and are highly engaged. For example, older children use wooden blocks, wheels, rods and bolts to make vehicles. They concentrate and persevere as they try to twist the bolts onto the rods. Children show pride in their achievements.

Overall, children's communication and language is supported well. Staff use age-appropriate language when speaking to children and ask them questions to support them to extend their learning. However, this is not consistent and at times staff do not give children time to process what they are being asked. In addition, teaching is also not consistent. For example, when children show an interest in a subject staff do not always recognise this as an opportunity to extend or challenge children's learning. This does not consistently support children to excel in their learning and development.

Independence is supported well. During snack time children choose and cut their own fruit. They manage their self-care needs and understand when they need to wash their hands. Staff plan activities outdoors to further support children's learning and promote a healthy lifestyle. Younger children develop their physical skills as they climb and navigate their way around equipment and transfer water from buckets to containers. Older children skilfully ride bikes and build towers using large wooden blocks. Maths is embedded well during activities and children's play. Training for staff has had a positive impact in this area and children confidently use mathematical language in their play.

Achievement: Expected standard

Children engage well in activities of their choosing. They are confident and independent learners who show pride in their achievements. For example, children proudly show the pictures they have been making, copying the techniques from a famous artist. Children develop the communication needed to express their needs. Older children show an awareness of different emotions and express their ideas clearly. Children develop the independence skills needed to manage their self-care needs and complete tasks for themselves. This supports children to be prepared for the next stage of their learning and the move to school.

Adaptions to activities mean all children, including those with barriers to their learning, can participate and benefit from the learning intent. Generally, children are building lovely friendship with each other and show kindness as they help their friends. During planned activities the youngest of children work together to transfer objects from one bowl to another.

Behaviour, attitudes and establishing routines: Expected standard

Managers and staff have created a welcoming environment in which children feel safe and secure and which they confidently explore. Staff interactions with children are positive and caring. Children show clear attachments to staff and seek them out if they need support or reassurance. Regular communication with parents ensures that staff can meet children's changing needs and adapt their approach as needed supporting children's emotional well-being further. Overall children behave well and show that they understand the expectations of the setting. Staff do not always explain to children why they should not be doing something and this does not give children a clear understanding of how their actions may impact themselves or others. However, staff recognise when children struggle to manage their emotions and effectively use strategies to support children's understanding of how they are feeling and how to manage these emotions.

From a young age staff plan activities to encourage children to play alongside and with each other. Generally, children are building lovely friendships and play well together. As they play, they discuss how they will share resources. With support from staff, they understand that they need to take turns using equipment. Managers follow up any non-attendance. They provide parents with information on the importance of children's regular attendance, establishing consistent routines and the impact this has on children's wellbeing and development.

Children's welfare and wellbeing: Expected standard

The key person system is effective in building secure relationships between children and staff. Children show they feel safe and secure, they seek out staff when they need comfort or reassurance. Regular communication with parents ensures that staff can meet children's changing needs, for example, sleep routines and weening. As a result, staff have a secure knowledge of children including, likes and interests and any additional support children may need, this includes medical and dietary needs.

Staff provide children with opportunities to be outdoors in the fresh air and be physically active. Children have access to activities and trips outdoors which extends their development further. For example, younger children dig in the sand to find number blocks. Older children, learn about the local community and nature during walks to local parkland.

Staff provide well-planned opportunities that help children to recognise their emotions. They recognise children's individual needs and offer targeted support and strategies, enabling children to process and manage their feelings effectively. Through a variety of planned activities, children learn about oral hygiene and the importance of eating healthy.

Leadership and governance: Expected standard

Leaders and managers routinely evaluate the quality of care and education for children. Overall, they have effective oversight and actively identify areas for improvement. Although this is sufficient overall there are some areas that leaders and managers need to strengthen further. For example, ensuring teaching is consistent throughout the nursery, so all children have the same experiences and interruptions to learning are limited. Through ongoing evaluation, leaders target staff support and training to strengthen practice and improve outcomes for children. Leaders work closely with other professionals and agencies to implement necessary changes that enhance children's experiences and progress.

Leaders follow safer recruitment procedures and ensure that new staff complete a thorough induction. They hold regular one-to-one supervision meetings, which support staff wellbeing and identify professional development needs. As a result, staff feel supported and confident in their roles. Leaders provide additional training to help staff meet children's individual needs, including those with special educational needs and/or disabilities and those facing other barriers to learning.

Parents speak positively about the care their children receive and appreciate the support offered to their families. Communication provides parents with information about their child's day and progress. Leaders do not ensure all parents are provided with information when changes occur within the setting, for example, when there are staff changes.