Little Harts Childcare

Inclusion: Strong standard

Leaders and staff place inclusion at the centre of their work. They have high expectations for all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing.

Staff carry out highly effective initial assessments and ongoing observations of all children. They work closely with parents to build a thorough understanding of each child's needs. As a result, they plan focused support and make appropriate adaptations that enable all children to access the learning opportunities available alongside their peers. For example, they adapt the number of objects used during 'bucket time' so that children can succeed and join in with their friends.

When necessary, leaders work with external professionals and access relevant services to ensure that children receive the appropriate support they need to make progress. Staff are committed and undertake regular training. For example, a recent course on toilet training has had a significant impact on children's school readiness.

Leaders use funding effectively to support children's individual needs. For example, targeted funding is used to provide engaging resources to support children's personal, social and emotional development and communication and language. As a result, children develop confidence when communicating with adults and their friends.

Parents value the opportunities they are given to be involved in their child's learning and development. Highly effective settling-in processes, tailored to each child, support separation. Parents are confident in approaching staff and know that their views are valued.

Curriculum and teaching: Expected standard

Leaders have planned and implemented an inclusive curriculum that typically meets the needs of all children, including those with special educational needs and/or disabilities. Learning covers all areas of the early years foundation stage and reflects children's interests. Staff implement the curriculum successfully. However, the intended learning is not always sufficiently clear. For example, an opportunity for children to draw a picture of themselves to develop fine-motor skills included templates of cut-out bodies. As a result, planned experiences do not always enable staff to provide the precise teaching that children need to build their knowledge and skills.

Personal, social and emotional development is a priority. Children develop an understanding of how to take turns, share and show care for others. For example, when children become upset, other children immediately provide comfort and support and offer a tissue to wipe away their tears.

Staff introduce children to mathematical vocabulary through daily routines and experiences. For example, children count the animals as they tidy them away, and staff model counting when cutting cake in the role-play area. Leaders are aware that opportunities for explicit maths teaching are limited, and they have recently started a 'maths champion' programme to enhance staff practice in relation to this.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and those facing other barriers to their learning, make progress across the 7 areas of learning. Children develop their physical skills as they learn to balance while climbing on equipment to use the slide. They develop their fine-motor skills during 'dough disco' while they pinch and press sensory dough to music.

Children are confident communicators and interact positively with leaders, staff, visitors and their peers. Older children take part in circle times which provide opportunities for singing, discussion and storytelling. For example, children take 'hearty bear' home, the nursery teddy bear, and talk to their friends about what they have done together. Children build their self confidence and self-esteem and take pride in completing the accompanying book, adding photographs and annotations to record their experiences. Younger children have new vocabulary modelled for them, such as 'fill', 'empty', 'push' and 'tracks', as they fill the diggers with bark and push them along the tracks.

Routines are well established and older children provide positive role models for new and younger children. For example, older children help to set tables ready for lunch and line up ready to go outside. These routines help children develop practical skills, confidence and a sense of responsibility.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a calm, welcoming and safe environment. Children understand and follow the routines and expectations that are firmly embedded in daily life. For example, they respond immediately to the signal to stop and begin tidy-up time. Transitions between activities, such as getting ready to go outside or preparing the room for lunch, are seamless and calm. Children use these routines to develop their independence and sense of responsibility.

Leaders and staff are excellent role models and consistently demonstrate calm, respectful and positive interactions. As a result, children consistently show care and kindness towards one another. For example, children put an arm around a friend who is sad or offer to help a friend open their lunch.

Children behave exceptionally well and show consistently positive attitudes to learning. They proudly talk about the 'fairy' and 'dinosaur' gardens they designed and created together and consider what they can add to develop them further. Other children are excited to share their drawings and pictures and respond to praise for their efforts. Staff have high expectations of the children's behaviour and quickly provide support or instructions when necessary. This helps children to understand expectations and manage their behaviour successfully.

Leaders monitor attendance and quickly identify any emerging patterns. They work closely with families to address any barriers to regular attendance.

Children's welfare and wellbeing: Strong standard

Children's wellbeing and emotional development are a priority at this setting. Leaders and staff place particular importance on helping children to understand and express their emotions. At the start of the day, staff encourage each child to push the button on the lights to indicate how they feel. Staff note children's responses and check in with those who indicate they feel less than happy. As a result, staff promptly respond to children's emotional needs.

Leaders have established a thorough settling-in process which is unique to each child. For example, they plan settling-in sessions around each child's individual needs and give staff time to get to know each child. As a result, staff build warm and caring relationships with the children and their families, helping the children to feel safe and secure.

Mealtimes are a particularly social time. Staff sit with children and promote safe-eating practice. Staff clearly identify children with dietary requirements and allergies so that they receive the correct food. Discussions about healthy food and healthy eating help children develop an understanding of how to keep themselves healthy. Staff regularly help children understand how to keep themselves safe through planned discussions and circle-time activities.

Leaders have established robust routines and safe-sleeping practice. Babies have access to cosy sleep areas with individual sleep spaces, appropriate bedding and dim lighting. These arrangements provide babies with a calm and comfortable environment in which to rest. Effective personal-care and hygiene routines are also well established. Staff provide appropriate support when children need it and help them develop increasing independence in their personal care. Staff encourage children to wash their hands independently before meals and after being outside.

Leadership and governance: Expected standard

Leaders are passionate about their roles. They are committed to providing children with a warm and welcoming environment that supports their learning and development. They regularly evaluate the quality of the provision and identify areas for development. For example, leaders have recently enrolled on a national mathematics training programme to develop staff knowledge and practice in supporting children's mathematical development.

Leaders know their staff well and have a clear understanding of their strengths and areas for development. Daily discussions and regular meetings provide opportunities to discuss children's learning and development. Regular appraisals and supervision help leaders identify staff training needs and provide appropriate support. Staff feel valued and supported and say they enjoy working at the nursery. They appreciate the training opportunities and guidance offered by leaders and feel that their wellbeing is prioritised.

Leaders understand the needs of their local community and work with families to provide appropriate support. They signpost families to relevant support services and provide opportunities for families to meet together. Parents speak positively about the nursery and value the opportunities they have to be involved in their children's learning and development. They particularly value the 'personal touch' and being able to speak to someone about their child each day. Parents also value the care diaries and children's folders of drawings and photographs and look forward to receiving them.