Little Honey Pots Day Nursery

Inclusion: Expected standard

Staff spend time getting to know children and their families from the outset. They gather detailed information from parents and carers, which helps them to gain a clear understanding of children's individual needs, interests and starting points. Staff use this information effectively to help children settle quickly and feel secure within the nursery.

Staff regularly observe children during their play. They complete ongoing assessments of their learning and development. Staff use this information to identify where children require additional support. Leaders generally work closely with staff to plan individual next steps and targeted support to help children make progress and close any gaps in their development.

Staff understand the importance of working in partnership with parents and other professionals involved in children's care and education. They share relevant information appropriately. This collaborative approach helps to reduce barriers to children's learning and supports them to make progress.

Children see themselves reflected in the nursery. For example, they have the opportunity to take home a teddy called Albie for the weekend. When they return to the nursery, they share their experiences with their peers, talking about what they have done with their families. This helps children to develop an understanding of similarities and differences, while recognising and celebrating what makes each child unique.

Curriculum and teaching: Expected standard

Leaders have designed a clear curriculum based on what they want children to learn as they progress through the nursery. Staff use regular observations and assessments to identify children's individual next steps in learning. They plan a range of activities that build on children's existing skills and support their ongoing development.

Staff support babies during sensory play with materials, such as play dough, crushed cereal and shredded paper. They describe what babies are experiencing and encourage them to grasp, squeeze and manipulate the materials. This promotes babies' communication and language, physical development and curiosity about the world around them. Staff engage older children in regular story times to support their learning further. These planned experiences help to develop children's vocabulary and extend their knowledge and understanding of the world. For example, as staff read stories about animals, children learn about those that are active during the day and those that come out at night. Staff weave mathematical language into their interactions with children, helping them to develop their early mathematical understanding.

Staff generally provide children with appropriate support during activities. However, this practice is not yet fully consistent. Staff do not consistently recognise when some children are no longer fully engaged or adapt their interactions to re-engage them in learning. Consequently, some children receive less-purposeful adult support, meaning that they do not extend their learning at these times.

Achievement: Expected standard

All children, including those who face barriers to learning, make steady progress across all areas of the curriculum from their starting points. They are prepared for their next stage of learning. Children particularly develop well physically. For example, they confidently use outdoor equipment as they climb, balance and ride bicycles.

Children begin to apply early mathematical understanding, such as counting objects. Babies show curiosity and perseverance as they investigate how objects fit through the openings, developing their early problem-solving skills.

Children learn how to sit and listen during group sessions and display positive behaviour. They enthusiastically join in with familiar words, actions and repeated phrases as they sing songs. This strengthens their listening and attention skills and encourages them to express themselves with confidence. Children play collaboratively with each other and take turns using equipment.

Generally, children are developing their independence, such as washing their hands before meals. However, children do not complete all tasks themselves as staff sometimes do them. Consequently, children do not consistently develop a secure sense of responsibility or independence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders provide a welcoming environment. Staff build warm and nurturing relationships with children. They provide children with reassurance and comfort when needed. Children develop secure relationships with staff and each other. This contributes to a culture of care, kindness and respect across the nursery.

Staff use group times to reinforce expectations and remind children of the nursery's rules. They consistently praise positive behaviour and recognise children's achievements and positive attitudes to learning. For example, when children are toilet training, staff use praise and reward stickers to celebrate their success and encourage their efforts. This helps children to develop confidence, self-esteem and a positive attitude towards achieving new skills.

Staff provide children with regular and familiar routines that help them to feel secure and understand what is expected of them. Children demonstrate increasing independence in managing some aspects of their self-care, such as washing their hands. However, staff occasionally complete tasks for children that they are capable of doing for themselves. As a result, opportunities for children to further develop their independence, resilience and sense of responsibility are not yet consistently embedded.

Leaders fully recognise the importance of children attending regularly and arriving on time. They work closely with parents and carers, who understand the procedures for reporting absences. Leaders monitor children's attendance effectively. They act promptly to follow up any concerns regarding unauthorised absences.

Children's welfare and wellbeing: Expected standard

Staff prioritise children's care needs from their first settling-in session. This includes making sure they feel safe and secure within the calm and welcoming environment. Staff skilfully support children as they transition into the nursery, getting the right balance of comfort and play to help them engage well. Children adore staff and their key persons, and have secure bonds with them. Staff respect children's choices when they demonstrate a clear preference, such as when they are ready for a nap.

Children generally develop their understanding of positive hygiene practices with support from staff. For example, they regularly wash their hands before eating and after using the toilet. Staff also encourage children to cover their mouths when they cough, helping them develop an understanding of how to reduce the spread of germs and keep themselves and others healthy. Although staff meet children's care needs effectively, they do not consistently promote children's understanding of healthy lifestyles. For example, staff do not consistently use opportunities effectively during mealtimes, snack times and daily routines to discuss healthy eating and physical activity.

Leaders and staff have created a sensory room to support children's wellbeing. They use this space to provide a calm environment where children can regulate their emotions. Staff also help children learn to recognise and express their feelings through sensitive interactions and by sharing stories that explore different emotions.

Leadership and governance: Expected standard

Leaders demonstrate a genuine commitment to continuous improvement. They have a clear understanding of the nursery's strengths and identify priorities that help to improve outcomes for all children. Leaders work in close partnership with a neighbouring farm to further enrich the curriculum. This provides children with meaningful first-hand experiences of the natural environment, including growing fruit and vegetables, caring for animals and learning about sustainability. These opportunities help to broaden children's understanding of the world and encourage curiosity and respect for the environment.

Leaders promote a positive and supportive working culture, placing an emphasis on staff's wellbeing. They provide regular opportunities for staff to discuss their workload, operate an open-door policy and encourage and team collaboration. As a result, staff feel well supported, valued and motivated in their roles. Leaders generally support staff professional development and identify they are areas for improvement.

Leaders have excellent partnerships with families and the local community. They regularly organise stay-and-play sessions, providing opportunities for parents to become actively involved in their children's learning. Leaders also invite families to attend events, such as the annual summer fair, where they work together to raise money for charity. These opportunities strengthen relationships between the nursery, families and the wider community while promoting children's sense of belonging.