Little Gems Early Years Nursery

Inclusion: Expected standard

Leaders have a secure understanding of their local area and the needs and different circumstances of the families they serve. They are committed to ensuring all children and families are provided with help where needed. For example, leaders have developed positive partnerships with external agencies, the local authority and outreach support to provide families with advice and guidance where needed. They offer personalised support to reduce barriers and ensure all children have access to activities. For example, children with special educational needs and/or disabilities and those who face barriers to learning are provided with individualised support to help them make positive progress from their starting points.

Leaders use funding effectively to purchase specialist resources to help children listen and communicate. Children who were unable to move independently when they started now demonstrate confidence when navigating space. Leaders ensure that staff understand the graduated approach and recognise that for some children, progress is measured in smaller steps. Staff are ambitious for all children and work hard to ensure they are ready for their next stage in learning. Although staff support children with additional needs well, staff caring for younger children are less confident with early identification of developmental concerns. This affects the appropriate support being accessed in a timely manner.

Curriculum and teaching: Expected standard

Leaders have a clear and ambitious vision for the curriculum. They communicate this effectively to staff to ensure that they have the same high expectations. In particular, staff prioritise children's physical, communication and language development, and their personal, social and emotional development. This helps children acquire fundamental skills. Staff use what they know about each child to provide targeted educational experiences that build on each child's prior learning as they transition from the younger age groups to the oldest. For example, babies are given space to climb and develop their gross motor skills, while toddlers are encouraged to grip utensils to scoop sand. Pre-school children mark make and paint large boxes using paintbrushes.

Staff sing and read books to children often and model a broad vocabulary, such as talking about objects that 'float' and 'sink'. Staff working with the oldest children motivate them to think and express their ideas. For example, staff ask 'What if?' questions and allow sufficient time for children to respond. However, on occasion, staff working with the babies do not always provide effective support and encouragement for their language skills, as vocabulary range and conversation modelling are limited. This impacts what the youngest children are exposed to for their learning.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to their learning, make progress from their starting points. Children develop the skills they need for later learning. A well-sequenced curriculum typically provides children with the support they need to build on their existing skills. Children are curious, enthusiastic and eager to explore. Babies develop physical skills as they walk and move around to explore the toys and resources staff have set out around the room. Toddlers build strength and coordination when staff support them to use the outdoor climbing frame and slide. Pre-school children extend these skills by balancing on apparatus and bikes and skilfully navigate space and speed.

Children become confident in expressing themselves, and staff encourage them to celebrate their own and others' achievements. For example, older children congratulate each other when they build a secure structure with the blocks, and toddlers are cheered when they dance and move to the beat of the music. Babies are praised as they conquer steps.

Behaviour, attitudes and establishing routines: Expected standard

Children generally demonstrate that they know the rules and routines well. For example, older children line up to wash their hands before collecting their own plates and cutlery and finding a seat at mealtimes. Younger children know to line up to wash their hands before finding a seat. These activities, along with the self-service of some food items, help children develop independence skills successfully. Where needed, staff support children to understand how their behaviour impacts others. Staff are gentle and patient and use their key-group systems to support feelings of security and reassurance.

Staff have high expectations for children. They are positive role models who promote good manners. As a result, children are polite and follow instructions. All children behave well. Leaders have worked hard to establish a positive environment. They recognise the challenges they have faced and ensure children and families remain at the heart of what they do. Leaders typically promote an inclusive and respectful environment where all families are welcome. Staff support families to attend, offering some flexibility in sessions to ensure children's attendance is regular. This successfully supports children's understanding of the setting's routines.

Children's welfare and wellbeing: Expected standard

Children experience calm, familiar routines that help them to feel safe and settled. Staff follow children's familiar sleep patterns and provide close supervision so that rest times reflect each child's individual needs. Warm, responsive interactions help children build strong attachments with their key person. There are comfortable areas for children to rest or have quiet time looking at books with their key person.

Staff use vocabulary prompts at particular times throughout the day. This helps all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, to understand the structure of the day. This ensures children feel confident during transitions.

Daily care practices promote children's health and growing independence. Children follow handwashing routines and are supported with toileting as they develop their self-care skills. They enjoy nutritious snacks and meals and planned tasting activities, such as exploring a variety of fruits and vegetables. This broadens their experiences of healthy foods and encourages them to talk about different textures.

Leaders pay particular attention to children's well-being and are keen to support staff in their approach to children's emotions and regulation. Staff are quick to respond to children's needs in a sensitive manner. As a consequence, children feel safe and reassured.

Leadership and governance: Expected standard

Leaders recognise the journey they have been on and the significant changes to the leadership and governance of the setting. They are positive and proactive about the future and are committed to ensuring children and families receive high standards of care and education. For example, leaders identify that they could strengthen ideas for parents to provide feedback to support the setting in implementing further ways to improve. Equally, leaders have effective plans to ensure improvements are swift and effective. For example, they have identified that information-sharing with parents on how to further support children with education, health and care plans could be strengthened, and they plan to do so imminently.

Leaders monitor children's progress closely and identify those who need extra help. Strategies for children with special educational needs and/or disabilities (SEND) are adapted in response to their changing needs. This responsive approach contributes to the strong, inclusive culture that is evident across the setting. That said, leaders also recognise that staff would benefit from further SEND training. Leaders are in the process of prioritising these areas to further benefit staff's practice and impact children's learning and development.

Leaders also ensure that staff workloads are manageable and consider staff wellbeing a priority.