Little Footprints Nursery

Inclusion: Expected standard

Staff complete regular assessments of children's learning. This begins when children start at the nursery and is organised for all children on a termly basis. This process helps staff to identify any children who may face barriers to their learning and who may need additional help. For children who require extra support, staff use what they know about children's interests to plan activities to develop their learning in a targeted way. Staff monitor the progress that children make. They are confident to seek guidance from other professionals if they become worried that children are not developing in line with their peers. Staff receive some support from leaders as they discuss any concerns they may have about a child's development and to plan next steps for their learning. Parents are very positive about how staff engage with them to help their children achieve. Leaders are sensitive to the needs of children who attend the setting, who may be vulnerable. They understand their role in ensuring that any additional funding for children is considered carefully and that the impact this has is monitored effectively.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that is typically taught well and is focused on developing all children's communication and language skills. The curriculum places a particular emphasis on those children who may need extra help with communication. Staff use their interactions with children to teach them about the world around them and to regularly review their progress. For example, when children are given a variety of fruit to eat at snack time, staff explain to them that fruit have seeds inside and encourage them to explore where the stone can be found inside a plum.

A high percentage of children start at the setting speaking English as an additional language. Staff introduce individual words to children then build on this in order that children learn how to form full sentences. Although there are clear strengths in how staff interact with children, this is not yet consistent across the nursery. Leaders have an accurate view on this and aim to develop staff delivery of the curriculum further. Staff encourage children to talk about their feelings and emotions and to understand the importance of physical play for their good health. When children are less confident to jump from a box outside, staff explain that you have to bend your knees and push yourself off from your heels. This helps children to understand the physical skills they need to master.

Achievement: Expected standard

Children are generally well prepared for the next stage in learning. Younger children are beginning to develop their communication skills effectively and demonstrate that they listen well to stories and rhymes. They enthusiastically join in with familiar refrains within stories they know well. Older children show that they are ready for school. Some children who begin at the nursery with no spoken English, are able to speak in full sentences over a period of weeks with support from staff. Children are increasingly independent and support their friends to understand the rules of the setting when it is time to tidy up. Children who may face barriers to learning achieve well. Some children's starting points are lower than others, yet they make distinct progress in relatively short periods of time.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a positive environment at the nursery in which children are supported to behave well. Typically, children are kind to their friends and share resources cooperatively. When some children find this challenging, staff remind them of their expectations and any issues are resolved promptly. Staff demonstrate that they have established close relationships with the children they care for. They use their knowledge of children's interests and backgrounds to help them plan exciting activities that support their ongoing development. For example, older children enjoy sharing pretend telephone calls with their friends. This helps children to understand about turn-taking and collaboration. Staff use praise effectively in order that children feel valued and appreciated for their positive behaviour.

Leaders make sure that all children and families benefit from the early education entitlement. Parents understand the process they must follow if a child is not able to attend their scheduled session. Leaders work hard with parents to share the importance of attending all early education sessions available to them.

Children's welfare and wellbeing: Expected standard

Staff support children's health and wellbeing effectively. Children enjoy a variety of healthy food and snacks at the nursery. They choose from a range of fruit at snack time and talk about the juicy melon they are tasting. Children enjoy outside play as staff support them to develop their muscle strength. When children need extra support to settle into the nursery, staff work seamlessly with parents to adapt the times that children attend. This helps all children and particularly those who may have special educational needs and/or disabilities to feel happy and comfortable as they begin at the setting.

Key persons take time to get to know children and families well. They listen to any concerns or questions parents may have about their child's development and support them with strategies to encourage toilet training and positive behaviour. Children demonstrate that they feel comfortable and happy in their key person's care as they regularly go up to staff for cuddles and to hold their hand. Staff support children to become confident in managing their emotions. Children demonstrate that they feel relaxed, happy and secure. For example, children feeling less confident to undertake some physical activities outside are gently encouraged by staff, who patiently guide them until they are ready to try to undertake new skills on their own. This shows that children trust the adults who care for them and have formed strong bonds with staff.

Leadership and governance: Expected standard

Leaders know the children who attend the setting and their families well. They have promptly identified children who may require additional support or may be at a point in their life when they are vulnerable. Leaders have supported staff effectively to understand their role in supporting all children to achieve well, including children who may have special educational needs and/or disabilities. All staff comment that they feel very well supported by leaders. They state that leaders listen to any concerns they may have and always act in the best interests of the children and families who attend.

Leaders understand their role in working with other professionals, who may be involved in a child's life. They know who to speak to and the processes to follow if they are ever worried about a child's safety or development.

Leaders have an accurate view of the setting's strengths and weaknesses. They have identified that, although teaching is typically effective, the delivery of the curriculum could be strengthened further. Leaders provide some professional development opportunities for staff. To improve staff practice, these could be more closely linked to developing more high-quality teaching experiences for children.