Little Gems Nursery ltd

Inclusion: Needs attention

Leaders have not ensured that support for children with special educational needs and/or disabilities (SEND) is implemented effectively. Staff have a general understanding of children's individual needs and take positive steps to support their participation in daily experiences alongside their peers. Support strategies and adaptations are not consistently tailored to help individual children achieve the best possible outcomes. As a result, children's needs are not always met as effectively as they could be. For example, children with communication and language delays often receive the same teaching approaches and experiences as their peers, rather than support that is sufficiently tailored to help them make progress. As a result, support strategies and adaptations do not consistently help children achieve as well as possible.

Leaders use observation and assessment to identify children with SEND and work with parents and external professionals to secure additional support when needed. They understand that additional funding should be used to help meet children's individual needs and provide support that helps reduce barriers to learning and wellbeing. Leaders do not have a sufficiently secure understanding of effective inclusive practice to evaluate how well support is meeting children's needs. Although support plans and strategies are in place, leaders do not routinely identify when approaches are not helping children make the progress they should or when further adjustments are needed. Consequently, leaders do not have a sufficiently clear understanding of how effectively support is improving outcomes for children with SEND. As a result, some children are not supported to make as much progress as they could from their starting points.

Curriculum and teaching: Needs attention

Leaders have not established a well-defined curriculum for children's learning. Staff are not always clear about the most important knowledge, skills and understanding children should develop as they move through the setting. This means that learning is often shaped by activities rather than being guided by what children need to learn next.

While staff build positive relationships with children and engage them in experiences that capture their interest, they have only a basic understanding of how children's learning should develop over time. Children frequently access similar experiences regardless of their age or stage of development, including children with special educational needs and/or disabilities. Children preparing for school are often taught the same mathematical concepts and letter-sound knowledge as younger children, with few adaptations to reflect their increasing knowledge, skills and readiness for the next stage of education.

Staff gather information about children's development, but this is not used effectively enough to inform planning and teaching. They do not adapt learning experiences to reflect children's starting points, individual needs or next steps. For example, children experiencing delays in communication and language development often receive the same questions, interactions and learning experiences as their peers, rather than support that is adapted to help them make progress. Although teaching is often positive in the moment, it does not always help children build knowledge, skills and understanding in a way that develops securely over time.

Achievement: Needs attention

Children develop some of the knowledge and skills expected for their age and stage of development. They communicate confidently with familiar adults and participate in conversations during play and daily routines. Children enjoy mark making and creative activities and are developing the hand strength and coordination needed for early writing. They use tools, such as scissors, with increasing control and participate enthusiastically in outdoor games and physical activities that support their coordination and confidence.

Children demonstrate positive attitudes towards learning and enjoy exploring the experiences available to them. They are developing friendships and learning to play alongside and with others. Despite this, children do not consistently build on previous learning because teaching and learning experiences are not adapted sufficiently to reflect their individual stages of development. Older children preparing for school are not routinely supported to extend and deepen their knowledge and skills beyond those provided for younger children.

As a result, children, including those with special educational needs and/or disabilities, acquire some of the knowledge and skills needed for future learning, although they are not as well prepared for their next stage of education as they could be.

Behaviour, attitudes and establishing routines: Needs attention

Leaders have not established a sufficiently well-understood approach to supporting children's behaviour and emotional development. Staff are not always clear about how children develop self-regulation skills over time or how behaviour support should be adapted to meet children's individual needs. As a result, approaches to behaviour management vary across the setting. Staff use some effective strategies to help children share, cooperate and wait for their turn. Despite this, some behaviour management approaches, including the use of time out and removing children from activities, are not always aligned with current early years practice or children's developmental needs. This means that children are not consistently supported to develop the skills needed to understand and manage their behaviour over time.

Staff develop nurturing relationships with children and help them understand routines and expectations throughout the day. They provide reassurance and encouragement and support children, including those with special educational needs and/or disabilities, to take part in activities alongside their peers. For example, staff use mealtimes, personal care routines and transitions throughout the day to provide comfort, guidance and support.

Leaders promote regular attendance, and children benefit from attending consistently. This helps them establish routines, build relationships and participate in the experiences the setting provides.

Children's welfare and wellbeing: Needs attention

Leaders and staff have a basic understanding of how children's emotional wellbeing develops over time, including children with special educational needs and/or disabilities. Children receive caring support, and staff respond appropriately to their immediate emotional needs. Variations in staff knowledge and understanding mean that support for children's emotional wellbeing is not always delivered consistently. While staff provide reassurance and comfort when children become upset, they are less effective in helping children develop a deeper understanding of their emotions and how to manage them.

Staff understand children's individual care needs and follow procedures for areas such as safe sleep, food preparation and the collection of children. Leaders have provided staff with training to support their understanding of safer food preparation practices, and they work with parents to promote healthy lunches and snacks. Staff understand the importance of reducing risks associated with food preparation and mealtimes.

Children benefit from opportunities to be physically active outdoors and develop healthy habits through daily routines and experiences. Fresh drinking water is readily available and staff encourage children to drink regularly throughout the day. Staff support children to develop appropriate hygiene routines, including washing their hands after using the toilet, before eating and after outdoor play. Children develop some understanding of how to look after their health and wellbeing.

Leadership and governance: Needs attention

Leaders do not have a sufficiently secure understanding of effective early years practice to identify and address inconsistencies in the quality of provision. Although they understand the day-to-day operation of the setting and know children and families well, their evaluation of practice is not always accurate. As a result, weaknesses in teaching, support for children's emotional development and inclusive practice have not been addressed effectively.

Leaders understand the community they serve and have established positive relationships with parents. Staff keep parents informed about their children's experiences, and leaders work appropriately with external professionals when additional support is required.

Leaders provide staff with training and support. Following the last visit, leaders responded appropriately to actions relating to safer eating practices and have provided staff with training to strengthen their understanding in this area. Professional development has not secured a shared understanding of effective practice across the staff team. Variations in staff knowledge and understanding contribute to inconsistencies in children's experiences, particularly in relation to supporting emotional development, adapting learning for individual needs and helping children build on previous learning. Consequently, children who face barriers to learning, and older children preparing for the next stage of their education, do not consistently receive the support and challenge needed to help them make the best possible progress.

Leaders support staff wellbeing, and staff work positively together. Leaders ensure staff understand their individual responsibilities to keep children safe and contribute to the day-to-day running of the setting.