Little Jems

Inclusion: Expected standard

Leaders and staff know how to swiftly identify children's individual needs and make referrals to access support from other professionals. They establish and maintain close partnerships with families and advocate effectively for children. This helps them to access extra funding for children who need specific support. Leaders and staff carefully consider and consult with parents and carers on how best to use any funding. For example, leaders develop areas for children to regulate their emotions and purchase specialist equipment, such as spinning chairs.

Staff use assessments and observations to help them broaden children's experiences. They recognise where there are potential gaps in children's learning, and support them to develop new skills. For instance, staff teach children to use the pedals on bicycles, outdoors. They demonstrate how to push the pedals and encourage children to cycle along the garden path.

Staff receive training to help them support children with special educational needs and/or disabilities (SEND). Overall, children with SEND benefit from high-quality interactions which help them to make progress, particularly in their emotional development and communication. However, on occasion, staff do not recognise when to maximise all areas of children's learning, particularly when they are outdoors.

Curriculum and teaching: Expected standard

Leaders and staff have developed a sequenced curriculum which meets the needs of the children who attend. Overall, staff know their key children well. They know what they need to learn next and typically plan purposeful experiences which they know children will enjoy. However, children who prefer to learn outdoors, and those who face barriers to their learning, are not always consistently engaged or fully supported. For instance, some staff maintain a supervisory position outdoors and do not always deeply engage with children. In addition, experiences outdoors are focused on children's physical development and do not fully promote all areas of children's learning.

Babies are extremely well supported by staff. They make positive progress in their communication and physical development. For example, they use soft cars to make marks in foam and paint. Staff encourage them to explore sensory experiences and model clear words to them. Babies copy new words and start to say the names of numbers in order. Toddlers develop independence and communication skills as staff extend the skills they have previously learned. For example, they play alongside staff during imaginative play and show delight as they stomp like an elephant, linking this to their favourite story.

Older children demonstrate understanding of number and shape. They draw shapes in flour and talk about them in detail. Children count effectively and can use blocks to create a group of 10. Staff extend their learning and challenge them to begin to write the numerals. Children know they need a number one and a zero to make 10.

Achievement: Expected standard

All children make typical progress in relation to their starting points. Children with special educational needs and/or disabilities, and those who face barriers to their learning, benefit from spending time in the sensory room, to emotionally prepare them to begin their session. Babies are enthusiastic, independent and curious learners. They skilfully find coloured balls in the garden and pop them into correspondingly coloured holes in a box. Older children are prepared to start school. They develop their listening skills, work well together in small groups and know how to share and take turns. Children develop their understanding of numbers, shapes and letters, as they take part in focused group activities. Young children make positive progress in their communication and language development. For instance, some children who started with limited vocabulary, now use clear words and sentences. However, toddlers and pre-school children who prefer to learn outdoors make less progress than they could, as experiences are less purposeful.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff provide an inclusive environment and welcome all children and families. They have recently moved premises and have generally maintained an understanding of the community and the needs of the families who attend. Although leaders promote children's attendance, this is less regular for some. They plan to adjust session times for the next term to encourage families to bring children and ensure they access their full funding entitlement. Overall, children benefit from established routines and staff promote their emotional wellbeing. Children develop positive personal, social and emotional skills, and staff role model expectations well. They speak to children with kindness and respect and children mirror these behaviours.

Leaders help staff support children's emotional wellbeing, particularly those who face barriers to their learning. They make adjustments to routines and provide children with one-to-one support to help them manage transitions during the day, such as lunchtime. Staff who work with toddlers, have worked tirelessly to help them develop their self-care skills, communication and independence. For example, toddlers know they need to wash their hands and practise how to line up. Staff offer praise as children sit down at the table for their snack. They focus on helping children to leave dummies in their bags when they arrive each day, which also supports their language development.

Children's welfare and wellbeing: Expected standard

Children benefit from close bonds with their key staff. Leaders promote continuity by ensuring they implement a buddy system for key staff. This means that all children always have a member of staff who knows how to meet their needs if a key person is absent. Staff promote children's wellbeing and teach them how to manage their emotions. For example, children who struggle to regulate their emotions know to take deep breaths when they become frustrated, and staff gently remind them to use these techniques.

Overall, staff promote children's health and physical development. All children show enjoyment as they explore the new gardens. Babies benefit from a separate garden space with shaded areas. Older children develop their physical skills as they run around in the large woodland garden. Staff help children to learn how to pedal bicycles and offer praise as they go up and down the pathway. Staff plan occasional activities to teach children about being healthy and they provide fruit at snack time. However, during general play and daily routines, staff do not consistently promote clear messages about healthy eating or oral hygiene. This does not support children to build healthy habits for the future.

Leadership and governance: Expected standard

Leaders typically have a clear overview of the strengths and areas to develop in the new nursery. They have worked hard with the staff team to manage the smooth transition to the new premises, and staff report this has had a positive impact for children. For instance, children are in separate rooms which has enabled babies to have a quiet, safe-sleeping space. Leaders have a clear plan for future development and work closely with staff to make continual improvement. They plan to develop the outdoor area to ensure children can access the full curriculum there. Prior to the inspection, leaders notified Ofsted of a breach to the requirements of the early years foundation stage. Since then, they have worked in partnership with early years advisors to strengthen procedures for the collection of children. For instance, new families provide identification photos to ensure staff know who can collect children. Ofsted are satisfied that requirements are now met and children are kept safe.

Staff are encouraged to access training and professional development opportunities to enhance their skills and knowledge. For example, staff use an online platform to access courses, and attend face-to-face training through their local authority. Newer staff benefit from continued support and modelling from experienced, senior staff, to help raise the quality of teaching to a consistent level.

All staff feel supported in their roles and are proud of their achievements. Leaders promote staff's wellbeing and value their contributions. For example, staff attend team building and training days. They spend time outside of their key room to enable them to focus on additional roles, such as supporting children with special educational needs and/or disabilities.