Little Hearts

Inclusion: Strong standard

Leaders and staff quickly identify when children need further support to meet their individual needs. They make swift referrals to other external health and educational professionals. Staff work with these other professionals to receive targeted training and advice. This helps them to provide high levels of support for the children in their care. Leaders and staff use assessment tools to monitor the progress of children with special educational needs and/or disabilities. This supports them to plan appropriately for their ongoing learning.

Leaders thoughtfully acknowledge that some children do not have access to outdoor play spaces at home. They also know that some children do not have extra-curricular experiences outside of the nursery. Leaders use early years pupil premium funding considerately to provide experiences that children may not receive at home. For example, leaders organise trips out for children. Staff use these opportunities to broaden children's experiences in a targeted way. This, in turn, supports children's knowledge and understanding of the world very effectively.

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. They welcome other agencies into the nursery to work in partnership with children and families. These children develop close bonds with their key person. Staff know these children well and plan appropriately for their ongoing learning.

Curriculum and teaching: Expected standard

In the main, leaders have a well-developed curriculum, and they typically identify where staff need extra support and develop strategies to make improvements. However, staff do not consistently explore children's understanding of mathematical concepts to embed and deepen their knowledge and understanding, resulting in progress in this area being impacted. For example, although staff encourage counting when in the outdoor area, support offered for recognising weight and measure is limited.

Peer observations are conducted regularly, which supports staff's interactions with children. Leaders use additional funding to give children access to experiences they might not otherwise have. Staff understand children's next steps and plan activities that build on what they already know and can do. Staff teach the curriculum well. They complete regular observations and assessments to check children's progress and adapt teaching accordingly to ensure that children develop.

Personal, social and emotional development are a particular focus, as staff support children's understanding of their own feelings and how to manage them appropriately. Communication and language are considered as staff model vocabulary, including words such as 'police officer', 'firefighter', 'spaghetti' and 'play dough'.

Staff support children's individual preferences and learning styles well. For instance, they plan effectively for children who prefer to learn outdoors. Children run, explore and use large spaces to build their confidence. Children also learn about the wider world. This is done by arranging a bus journey to the local supermarket to buy ingredients to make biscuits. Once the biscuits are made in the setting, children have the opportunity to decorate them.

Achievement: Expected standard

Children make secure progress from their starting points. Children gain important skills in areas such as their personal, social and emotional development and their communication and language. They learn to take turns and develop early negotiation skills that are vital for integration and engagement with peers. Children build confidence in their play and are able to use appropriate vocabulary that allows them to socially interact with each other.

Children enjoy books and show interest in stories that are read to them. They are able to repeat the story lines and can predict what comes next, evidencing the regularity that these stories are listened to. The familiar texts create fun and engaging learning moments.

Children build on their physical development in a variety of ways. They show gross motor strength as they move around outdoors, balancing, running and climbing. They refine their fine motor skills as they learn to use scissors and manipulate play dough.

Children's confidence and willingness to try new tasks is boosted by the praise and encouragement they receive at appropriate times. Children are suitably prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children learn and play in a busy yet calm environment. Leaders and staff ensure that the learning environment is varied and stimulating. This supports children to remain highly engaged and focused on their learning. Staff support children to know what to expect. Consequently, they follow routines well. Staff deploy themselves effectively to support children's play. As a result, children learn how to work collaboratively with others. Staff identify children who need further support to regulate their behaviour. They have suitable plans and strategies in place. For example, staff support children to take part in intensive learning time with an age-appropriate focus on positive behaviours.

Leaders continue to promote children's ongoing attendance to parents and carers. They work with parents to remove any barriers to attending. For example, leaders offer extended settling sessions and flexibility for hours of attendance when appropriate. As a result, children continue to attend regularly and benefit from their time in the nursery.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They have a clear ethos for supporting children's mental health and emotional needs. Staff show professional curiosity when they observe challenging behaviour. They hold timely discussions with parents and carers, gaining valuable insight into children's lives at home so that consistent strategies can be agreed and implemented. This responsive approach ensures that children, including those with special educational needs and/or disabilities, receive tailored support that meets their individual needs.

Children arrive confidently and demonstrate security in their relationships with staff, speaking openly about activities and games. Staff encourage children to manage their emotions and their personal hygiene independently, such as blowing their nose using tissues and using mirrors placed nearby. Staff promote children's physical health and their understanding of healthy choices. The outdoor area offers space for imaginative play, turn-taking and negotiating with others. Snack time is calm and sociable. Children pour their own drinks and cut their own fruit into edible pieces. This helps to develop their fine motor control alongside good manners. Through ongoing discussions with parents, leaders make timely and appropriate adaptations for children who need additional support. These adjustments support children to settle well, feel secure and develop the social and self-regulation skills needed to interact positively with others.

Leadership and governance: Strong standard

Leaders have a clear vision with high expectations for every child. They know their community well and understand the needs of local families. They act in the best interests of all children and remain focused on positive outcomes. Leaders know the setting's strengths and take action when they identify areas for improvement. They use reflective practice to guide and improve teaching. Staff feel confident in their roles and understand what leaders expect. They receive professional support and feel that leaders care about their wellbeing. This helps staff to provide consistent and calm care for children.

Professional development has a clear impact. Staff use new strategies when supporting children's behaviour and social interactions. For example, staff use fewer words with children and allow them time to respond as well as supporting children to understand their feelings. This helps children build confidence to thrive.

Partnership work is sound. Leaders maintain effective links with parents and carers and external professionals. This ensures that support for all children is well coordinated and timely. Parents receive clear information about their child's development through meetings and regular communication. Leaders listen to feedback from parents and adapt their approach accordingly. This means that children have consistent support both at home and in the setting.