Little Knuckles Nursery Walthamstow

Inclusion: Strong standard

Leaders embed secure settling-in procedures, which help them to get to know children and families well. They support staff to identify children's needs at an early stage, including those with special educational needs and/or disabilities (SEND) and children who may face barriers to their learning. Leaders take decisive action to reduce barriers to learning and wellbeing. Staff implement well-considered adaptations and targeted strategies, such as structured one-to-one support. Staff make adjustments to make sure all children make the most from their learning for example, adaptations are made to support children with SEND who need to be physically active while learning.

Leaders have established effective partnerships with parents and other professionals to ensure that children's individual needs are met, including where children are facing barriers to learning. Detailed information about children's individual plans and targeted interventions is shared with parents so that they are fully involved in their children's learning. Leaders prioritise staff development and actively seek expert advice from the local authority, educational psychologists and the inclusion team. Staff implement this guidance consistently, strengthening practice and improving outcomes. Leaders use funding, including the early years pupil premium, thoughtfully to enhance experiences, for example, additional sport sessions are open to all children. Strong partnerships with families and social care ensure children receive coordinated, effective support and that they make sustained progress.

Curriculum and teaching: Expected standard

Leaders are reflective and committed to continuous improvement to secure positive outcomes for all children. They provide a broad and balanced curriculum that reflects children's interests, developmental needs and abilities. There is an emphasis placed on providing enriching experiences in the local community. For example, children enjoy regular visits to the community garden, parks, local shops and library. Meeting other children and adults supports their emerging social skills.

Children's physical skills are promoted well, they enjoy vigorous play opportunities outside and have regular sport sessions in a large hall. Staff teach communication and language well. They sing with children, pausing to encourage them to join in and they read stories when children request them. Children enjoy regular trips to the local library. Staff introduce and reinforce children's early mathematical knowledge by counting in sequence and using prepositional language, such as 'under' and 'over' during play. There is a sharp focus on communication. Staff repeat language clearly, supporting children to develop a rich vocabulary that they use during play. However, during focused learning they do not always extend children's thinking further, or provide deeper questioning or explanation.

Achievement: Expected standard

Children achieve well across all areas of learning. They make the required progress in their communication and language skills as they express their needs, share their ideas and engage in meaningful conversations. Children listen well, follow instructions and demonstrate attention skills. All children are well prepared for the next stage of development, demonstrating independence, curiosity and a positive attitude towards learning. Children with special educational needs and/or disabilities learn well through consistent repetition and familiar routines. For instance, they enthusiastically join in physical play. These children make better than expected progress over time, with gaps in their development continuing to reduce.

Children are confident communicators and enjoy singing and reading with staff. They eagerly join in with familiar parts of a song they remember. Children demonstrate effective recall and memory skills, such as recalling the sequence of the the story 'We're Going on a Bear Hunt'.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create a positive and respectful culture in which children can increasingly manage their own feelings and behaviour. Key staff construct secure relationships so that children feel valued and safe. Staff make good use of prompts, such as books and toys, to help children understand and regulate their emotions. Staff model positive interactions with each other and use good manners.

Children build warm, trusting relationships with staff and confidently seek support from their key person. Staff support children to collaborate and resolve conflicts effectively. For instance, staff guide children through disagreements, helping them to share, take turns and understand each other's feelings. As a result, children play cooperatively, show consideration for one another and develop secure social skills.

Leaders and staff have high expectations for all children's behaviour and attitudes. Embedded practices ensure all children know what is expected of them. For example, children respond to the tidy-up song and immediately set about putting toys away. This promotes children's very positive attitudes to learning and each other. Leaders prioritise attendance and punctuality. They check in with families and monitor attendance regularly, particularly for children with barriers to learning, and work with families and external agencies to improve consistency.

Children's welfare and wellbeing: Expected standard

Leaders and staff have a sound knowledge of children and their families. They prioritise children's welfare and wellbeing. Care practices are effective in meeting children's individual needs. Hygiene routines, such as toileting and washing, are well established. Allergies are carefully managed. Intimate care is handled sensitively, and staff seek consent and keep children well informed of what is happening. Children are supported very well to learn how to be healthy. They enjoy plenty of opportunities to be physically active. for example, they enjoy daily visits to local play areas and excitedly use large rigorous movement in the large hall.

All children enjoy their mealtimes and are becoming increasingly independent. Older children successfully serve themselves and use cutlery appropriately, babies are beginning to feed themselves with the support of adults. Staff know children's well and typically support children's wellbeing through everyday interactions. For example, staff praise children's efforts when they attempt to do things for themselves this builds their resilience. However, at times, staff do not fully consider younger children's emotional wellbeing during daily routines, such as transitions. They do not always allow enough time for children to settle into a different room following their sleep. This does not consistently support children's wellbeing.

Leadership and governance: Expected standard

Leaders understand the requirements of the early years foundation stage and ensure these are all met. For example, adult-to-child ratios are maintained, and higher ratio levels are implemented during daily outings. Leaders are reflective and passionate about their roles and responsibilities. They evaluate the provision effectively, highlighting areas for further development. For instance, they reflect that there are some variations in the quality of teaching. Staff feel well supported by leaders and describe the ethos as feeling like a family. They value leaders' commitment to their wellbeing and the regular opportunities for training that build their confidence and knowledge. For example, staff have recently received specific training on new sleeping and eating regulations and guidelines.

Leaders make decisions in the best interests of all children, particularly those who are disadvantaged or with special educational needs and/or disabilities. Partnership working has a profound impact on children and families. For example, where children have significant needs, leaders collaborate with external professionals. Their ongoing support for families makes a positive difference to children's progress and wellbeing. They use resources well, including extra funding, to help children who need more support.