Little Lambs (Longlevens) Ltd

Inclusion: Expected standard

Leaders and staff implement effective, inclusive practice to help ensure that all children feel valued and succeed. They use robust systems to identify, assess and meet children's needs swiftly, drawing on observations, assessment information and effective partnerships with families. Staff work closely with parents to identify purposeful and achievable next steps for children's learning, which supports continuity between home and the setting. Leaders and staff typically reduce barriers to learning through targeted support, adapted teaching and liaison with external agencies. Staff provide well-planned interventions for disadvantaged children, children with special educational needs and/or disabilities (SEND) and those known or previously known to social care, and closely track their progress to address gaps. As a result, children make good progress in their learning and are well prepared for the next stage of their education.

Leaders and staff typically support the wellbeing of disadvantaged children, children with SEND and those known or previously known to social care effectively. Staff know children well and understand their individual needs. They build strong, trusting relationships and help children feel safe, settled and confident. Staff use clear routines, visual timetables and gentle reminders to support children's sense of security. They teach children to manage their feelings through calm conversations, helping children to understand their emotions and why they might feel the way they do. Staff allow children time to process and manage their feelings, while providing the right level of reassurance and support.

Curriculum and teaching: Expected standard

Since the last inspection, leaders and staff have worked collaboratively to strengthen the curriculum. They have created a clear, well-sequenced curriculum that meets all children's needs and helps them to build knowledge and skills step by step. Leaders set clear expectations and ensure that staff understand what children need to learn at each stage. They review the curriculum's impact regularly and give precise feedback, which helps staff to improve their practice. While most staff deliver the curriculum with confidence, others are still developing their confidence. Leaders provide coaching and support to help all staff improve their curriculum delivery.

Leaders and staff typically design and deliver the curriculum carefully, starting from what children already know and can do. They ensure that it covers all areas of learning and reflects children's interests and backgrounds. Staff plan purposeful learning experiences that build on prior knowledge. For example, babies develop their physical skills during music and movement sessions, toddlers build on their coordination skills when they use small and large bricks to construct towers, and older children develop early mathematics skills as they explore colour mixing and learn how many colours they can combine to create new ones during painting activities.

Staff deliver high-quality experiences and opportunities for children through clear explanations, modelling and effective questioning. They adapt activities to be inclusive, so all children take part, stay engaged and make good progress.

Achievement: Expected standard

Children generally achieve well across all areas of learning and development. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care, make good progress from their starting points. From a young age, children develop effective language and communication skills, which support their learning across the curriculum. Children build on what they know and can do as they move through the setting.

Children gain the essential knowledge and skills appropriate for their age and stage of development. They show growing confidence, independence and positive attitudes to learning. Across the curriculum, children develop skills in all areas of learning, which support their overall development.

By the time children leave the setting, they are typically well prepared for the next stage of their education. They demonstrate curiosity, engagement and resilience, and have the key skills needed for future success.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a clear, consistent and highly effective approach to behaviour and routines. They set high expectations and ensure that these are applied securely across the setting, helping children to understand and follow them with confidence. Well-established daily routines support children to feel safe, settled and ready to learn. Children follow these routines independently and move purposefully between activities. For example, when staff say that it is time to tidy up, children respond promptly and are keen to help. Leaders actively promote regular attendance and have made effective use of additional funding to support all children to access their sessions, helping to ensure that they benefit fully from their funded entitlement.

Staff form warm, positive, secure relationships with children. Children show excellent levels of kindness, respect and consideration for others as they play and learn together. Older children independently manage conflict resolution with high levels of confidence and show a clear understanding of how their actions affect others. Younger children play cooperatively and listen carefully to one another's ideas. Staff are always close by to offer support where needed. These secure relationships strongly support children's emotional wellbeing and sense of belonging.

Children demonstrate very positive attitudes to learning. They show high levels of curiosity, remain deeply engaged and sustain concentration for extended periods. They approach new experiences with confidence and show resilience when faced with challenge. Inclusive approaches ensure that all children, including those who are disadvantaged, children with special educational needs and/or disabilities and those known or previously known to social care, participate fully and develop strong self-regulation and independence.

Children's welfare and wellbeing: Expected standard

Leaders and staff typically prioritise children's welfare and wellbeing across the setting. They implement clear policies and procedures to support children's care and ensure that staff follow consistent practices. Staff carry out robust risk assessments and daily checks to maintain a safe and secure environment for all children.

Children feel safe, happy and well cared for. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care, form positive attachments with familiar adults. These relationships support children's emotional wellbeing and sense of security. For example, when babies feel unsettled at drop-off time, staff respond sensitively. They offer reassurance and comfort and focus closely on children's emotional needs. This consistent focus on supporting children's emotions continues throughout the setting. Parents say that staff go above and beyond to support not only their children but also their specific family needs. Staff know children well and respond sensitively to their routines and preferences. They manage babies' sleep arrangements carefully and carry out regular checks to ensure their comfort and safety. They follow safer eating practices to support children's health, and children learn to recognise and talk about their emotions from a young age.

Children benefit from healthy meals and regular physical activity, including daily access to age-specific outdoor spaces. Clear routines help children to feel secure and begin to promote independence. However, staff do not always explain to younger children why they need support with personal care and hygiene. This limits opportunities to develop children's understanding of the importance of these routines and how they support their health and wellbeing.

Leadership and governance: Expected standard

Leaders provide clear and effective strategic direction for the setting. They establish an ambitious vision for all children and drive continuous improvement. Since the previous inspection, leaders have worked hard to address the identified actions. They have taken purposeful steps to strengthen practice and improve outcomes for children. Leaders evaluate the quality of the provision regularly and use this information to make targeted improvements. They work closely with external professionals, seeking support and guidance to improve practice and ensure that children and families receive timely and appropriate help. This strengthens provision and maintains a clear focus on improving outcomes.

Leaders typically prioritise staff wellbeing and manage their workload effectively. They organise roles and responsibilities carefully and ensure that expectations remain manageable. Staff report that they feel very well supported by leaders and value being part of a positive and collaborative team. This contributes to a stable and supportive working environment.

Leaders invest in professional learning and develop staff expertise over time. They provide regular training, including specific training on child development, total communication and the specific care for babies, alongside coaching and opportunities for reflection. Leaders identify areas for development and offer targeted support, helping staff to build confidence and consistency in their practice. This strengthens the overall quality of teaching and care.

Leaders and staff build positive relationships with parents and carers. They share information regularly via an online application and involve parents in their children's learning. Parents say that communication from the team is good and that their children enjoy attending the setting.