Little Gems (Dorset) Limited

Inclusion: Expected standard

The setting is inclusive. Practitioners observe and identify if children have needs that require additional support. They put into place changes to their everyday practice, to ensure that all children's needs are met. For example, they make sure that children who need more support are sitting next to an adult at group times. They work with parents and carers and outside professionals to ensure that children make progress.

The setting has practitioners experienced in supporting children with special educational needs and/or disabilities, who work closely and sensitively with parents and carers to explore how they can best support children. Practitioners attend training around specific topics, to ensure that they have knowledge on how to support all children. They have high expectations for all, and put interventions in place to ensure that all children can fully access the curriculum and all children are making progress.

Leaders make sure that any funding they receive, such as early years pupil premium, is used in an effective way to support individual children's learning. For example, they use funding to enhance child-to-staff ratios when needed and to ensure that all children can access extra-curricular activities.

Curriculum and teaching: Expected standard

Leaders have a good understanding of how children learn, and what children need to know. They share this effectively with all practitioners through role modelling, regular meetings and training. They use conversations with parents and carers. Practitioners use their observations to assess where children are developmentally at and to decide on children's next steps in learning. They see children as individuals, and plan for them to ensure that they are all learning and progressing. They spend one-to-one time with the children, making them feel special and seen, supporting them to have high wellbeing. Practitioners make sure that all children spend time outside, where they can actively climb, balance and ride tricycles. For example, children play shops and use simple mathematics knowledge to say how much the food is.

Children practise their fine motor skills 'pouring' pretend cups of tea. Practitioners support children to learn new words. For example, they talk as babies play, giving words to what they are doing, such as 'stirring' when playing with oats, and they read books with children of all ages. However, at times, the most-able children are not consistently given the opportunity they need to engage in new learning, and remain practising skills they already have. Practitioners spend time teaching children number skills. They build small towers with cubes, counting how many blocks make up their tower. They then use a tape measure to see how tall their tower is, and who has the tallest tower. This follows on from children's interests in using tape measures in an earlier activity.

Achievement: Expected standard

Children achieve well in all areas of the curriculum. Children's knowledge is built on as they move rooms throughout the setting, and links are made back to what they have previously learned. For example, with language, babies look at simple and short books. They make the sounds of the animals in the books that they have previously learned. Older children read longer books, repeating known words and phrases.

Children can access all learning fully, and can achieve to their full potential, with the support of the caring staff, who have high expectations for their learning. For example, children who cannot yet walk have activities placed on the floor, where they can reach them. Children who are learning to stand have activities placed on low tables, encouraging them to stand, and to develop new skills.

Behaviour, attitudes and establishing routines: Expected standard

Children have warm and trusting relationships with practitioners in the setting. Practitioners have high expectations of children's behaviour, taking into account their age and stage of development. They get down to children's level when speaking to them. Practitioners really listen to what children have to say, valuing their contributions and showing them respect. They are consistent in their manner with children, and children know what is expected from them. If altercations do arise, staff support them to resolve the issue in a calm and fair manner. They listen well to practitioners, engaging in learning with adults and their friends.

Children feel respected and behave well. They are kind to each other, and share and play together well. The routines around snack time are similar in each room, so children know what to expect as they move through the setting, helping them to feel safe and secure. Parents and carers understand the setting's policies on behaviour and attendance, and know to phone when their children will not be in. When needed, they work with practitioners, to ensure consistency in supporting their children's behaviour at home and at the setting.

Children's welfare and wellbeing: Expected standard

Practitioners get to know children and families well when they first arrive, to ensure that everyone feels settled and secure. For example, when children start at the setting, key persons spend time with children and their families.

Children show they are comfortable in the setting, moving around calmly, selecting the toys they wish to play with. Practitioners support them to feel a sense of belonging, supporting them to have high levels of wellbeing. Children have their own space for their bags and coats, which they can access throughout the day. Practitioners support children to make healthy choices. They offer healthy snacks, encourage parents to pack healthy lunch boxes, and give children many opportunities to be physically active. Mealtimes are relaxed and enjoyable times. All children, including the youngest babies, wash their hands under running water before eating. Staff sit with children when they are eating, watching for any signs of choking or allergic reactions.

Children learn about good oral hygiene. Practitioners encourage all children in the setting to brush their teeth. They make this a fun time, using a song about toothbrushing and props to keep children interested.

Leadership and governance: Expected standard

Leaders are effective in supporting a safe and happy work environment. They actively encourage staff to engage in further training, to ensure that they stay up to date with current practices in early years. This helps children to get the best possible care and education.

Leaders understand the needs of the families in their community, and ensure that they run a programme of care and education that meets these. They are very reflective, and have a strong vision of what they would like to achieve. Leaders discuss with the staff team, such as in regular meetings, what is going well and what could be improved. They listen to the team, who in turn feel valued and heard. For example, practitioners realised that the current settling-in programme was not working for all children, so spoke to leaders about introducing home visits. Leaders listened, and decided to implement this change. They support staff well but understand they need to ensure that all staff, particularly those who are less experienced, need more opportunities to develop their skills even further.