Little Gems Anstey

Inclusion: Strong standard

Leaders and staff create a highly inclusive culture where they identify children's needs quickly and accurately. Leaders responsible for special educational needs and/or disabilities (SEND) take a proactive approach, securing early referrals and engaging external professionals promptly. For example, recent involvement from the local authority has led to clear, rapid progress in children's engagement and participation in routines. Staff recognise and celebrate small but significant steps, which motivates children and builds their confidence.

Leaders take decisive action to reduce barriers to learning and wellbeing. Staff implement well-considered adaptations and targeted strategies, such as structured one-to-one support, use of signing and carefully planned emotional regulation approaches. This includes supporting mindfulness and teaching breathing techniques. These strategies are embedded consistently and help children develop independence, communication and emotional control.

Leaders monitor children's progress closely through robust tracking systems and regularly review the impact of support. Leaders responsible for SEND use detailed knowledge of each child to create precise, targeted plans, ensuring teaching focuses on next steps and closes gaps effectively.

Leaders prioritise staff development and actively seek expert advice from the local authority, educational psychologists and the inclusion team. Staff implement this guidance consistently, strengthening practice and improving outcomes. Leaders use funding, including the early years pupil premium, thoughtfully to enhance experiences, for example to support community visits that promote communication development. Strong partnerships with families and social care ensure children receive coordinated, effective support and that they make sustained progress.

Curriculum and teaching: Strong standard

Leaders have a clear and accurate understanding of the curriculum and teaching. They design a broad, balanced and well-sequenced curriculum that meets the requirements of the early years foundation stage and builds children's knowledge over time. The curriculum flows coherently, with staff weaving previous learning into current experiences. For example, children revisit their knowledge of flowers through painting and discussion about colours.

Staff use assessment effectively to identify what children know and any gaps in learning. They use a tracking system to tailor teaching to children's starting points, including disadvantaged children and those with special educational needs and/or disabilities. Targeted group sessions support communication and language; for example small-group bubble play encourages children to practise early sounds in a calm, focused environment.

Practitioners prioritise communication and language across all areas. They read stories expressively, encourage children to join in with familiar words and create rich conversations, such as discussions about climates, animals and food. Staff consistently model language and extend vocabulary during play and routines.

The curriculum promotes physical, personal, social and emotional development well. Children develop physical skills through movement games, outdoor play and sensory activities. Staff join children's play purposefully, modelling language and interactions, such as in role play or number-based telephone games, embedding early mathematics and communication within meaningful experiences.

Achievement: Strong standard

Children make rapid and sustained progress from their starting points across the areas of learning, particularly in communication and language. They develop a secure and increasing vocabulary, confidently joining in with stories, conversations and play. Children who speak English as an additional language build their understanding effectively alongside their peers and use language with growing confidence.

Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care make clear and measurable progress due to targeted support and well-chosen resources. For example, children develop greater emotional control through access to calming spaces and strategies, enabling them to engage more fully in learning.

Children show high levels of engagement and independence. They explore, persist and apply skills across different experiences, including early mathematics and physical play. They are well prepared for their next stage. Thoughtful transition arrangements, including visits to schools and opportunities to meet teachers, ensure children move on with confidence, resilience and the skills needed for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create a positive environment with clear and consistent expectations for behaviour. Staff model kindness, respect and calm communication, which children reflect in their interactions. For example, children imitate polite conversations during play and respond positively to guidance such as reminders to walk safely and care for their environment.

Children build warm, trusting relationships with staff and confidently seek support from their key person. Staff support children to collaborate and resolve conflicts effectively. For instance, staff guide children through disagreements, helping them to share, take turns and understand each other's feelings. As a result, children play cooperatively, show consideration for one another and develop secure social skills.

Routines are well established and understood. Children respond promptly to cues, such as stopping and raising their hands when a bell rings, before working together to tidy up. Group times are purposeful, with children greeting each other, discussing emotions and joining in familiar songs, which supports their sense of belonging and emotional development.

Leaders prioritise attendance and punctuality. They monitor patterns closely, particularly for children known to social care, and work with families and external agencies to improve consistency. Staff consider children's individual needs and adapt expectations appropriately, ensuring all children engage positively and develop confident attitudes to learning.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and wellbeing by creating a safe, welcoming and inclusive environment where all children feel secure and valued. Care practices meet children's individual needs effectively, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. Staff adapt routines and provide additional support where needed, ensuring all children can access care and learning consistently.

Children form secure, trusting relationships with staff, who interact warmly and respond sensitively to their needs. Children seek comfort when needed and engage confidently in play, reflecting their emotional security. Staff support children to recognise and manage their emotions using tools such as emotion fans and through regular, meaningful conversations about feelings and how to respond to them.

Children develop a clear understanding of health, safety and wellbeing. Staff promote personal safety during play and support children to understand risks through discussion and guidance. Hygiene routines are well embedded, with children independently washing hands and managing aspects of their personal care, building confidence and independence.

Healthy lifestyles are promoted thoroughly. Children make choices about food, serve themselves and learn about nutrition, for example how milk supports strong bones. Daily opportunities for physical play and fine motor activities further support children's overall health and development.

Leadership and governance: Strong standard

Leaders and those responsible for governance demonstrate a clear commitment to meeting the requirements of the early years foundation stage and improving outcomes for all children. They have an accurate understanding of the setting's strengths and areas for development and take decisive action to secure improvement. For example, they promote open-ended play through natural resources and have identified further work around healthy eating and oral health, already taking steps to strengthen practice through parent engagement and curriculum enhancements.

Leaders make decisions that prioritise children's best interests, particularly for those with special educational needs and/or disabilities and those facing barriers to their learning and/or wellbeing. They implement targeted approaches, such as communication and language groupings, and maintain strong key-person relationships to support development and wellbeing.

Leaders prioritise staff wellbeing and development through regular supervision and open dialogue. They identify training needs and provide opportunities for professional growth, including specialist training in communication, safeguarding and special educational needs. This strengthens the quality of teaching and care.

Leaders build effective partnerships with parents and external agencies. They respond to feedback, for example introducing stay-and-play sessions, and provide guidance on supporting children at home. Well-planned transitions and strong links with local schools ensure children and families feel prepared and supported.