Little Lamps Nursery

Inclusion: Strong standard

Leaders and staff know children very well and prioritise their inclusion in all aspects of the nursery. Staff meet the individual needs of all children through highly effective partnerships with parents and carers. Leaders have created a nurturing and inclusive environment that celebrates each child's unique qualities. Inclusive practice is embedded across the nursery. Leaders and staff work effectively in reducing barriers to children's learning. Children with emerging needs are recognised quickly by staff who know them best. Staff value parental views and their aspirations for children highly, and they include these in all decision-making.

Staff use a range of inclusive approaches to support children effectively. For example, communication boards and individual support plans help children with special educational needs and/or disabilities as well as disadvantaged children to settle, thrive and develop confidence and independence. Children who speak English as an additional language receive support from staff who share their home languages. For instance, staff read to children and then repeat the language in English. This helps children to understand the meaning and gradually build their English vocabulary.

Children's progress is very closely monitored by staff and other professionals. They work together to develop appropriate and effective strategies to meet each child's unique needs. Staff focus closely on children who need support with their wellbeing and having the right strategies and reassurance consistently in place. This helps to remove barriers to children's learning. It enables all children to make progress and reach their full potential.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the quality of teaching. They regularly observe practice to celebrate strengths and accurately identify areas for development. Teaching is generally effective. However, less-experienced staff are not as consistent in extending children's learning. For example, when children show curiosity about a wall clock, staff do not make the most of these spontaneous opportunities to offer simple explanations that help deepen children's understanding. That said, leaders have put effective measures in place to support staff, drawing on the expertise of more experienced practitioners. This is beginning to have a positive impact, strengthening staff practice and developing their confidence.

Staff interactions are warm, nurturing and engaging. They provide a running commentary on children's play and introduce new vocabulary to broaden children's language. Staff support children's early mathematical development effectively. For instance, they introduce the concept of symmetry as children explore patterns on ladybirds. Children develop sequencing skills as they make fruit kebabs linked to the story 'The Very Hungry Caterpillar'. In addition, children frequently take part in number rhymes and songs. Staff sing enthusiastically and pause at key moments to encourage children to fill in missing words. This repetition supports children to anticipate patterns and strengthens their memory.

The curriculum is well planned and implemented, enabling learning to be adapted to meet the needs of all children. As a result, children make secure progress across all areas of development. Parents and carers are actively involved in their children's learning. Information is shared regularly between home and the setting. Staff thoughtfully plan children's transitions between rooms. They introduce these changes gradually, helping children to become familiar with new routines and environments so they move on confidently and without anxiety.

Achievement: Expected standard

Generally, children achieve well from their starting points. Typically, gaps in children's learning are closing. Children gain the knowledge and skills they need across the areas of learning. They show increasing independence, curiosity and resilience and are well prepared for their next stage of development.

Children progress from their starting points. Babies independently look at age-appropriate books. Younger children engage with core stories and older children retell these confidently. Outside, children run, jump and move freely, demonstrating confident physical skills. Children throw balls through hoops and pour water carefully through various sized funnels, developing their hand-eye coordination. Babies explore their abilities as they pull themselves up using purposefully placed furniture. They shuffle, crawl and lie comfortably as they engage in various activities.

Children move confidently between groups, supported by well-planned transitions that ensure smooth progression to the next stage of their learning. They develop the knowledge and skills needed for their ongoing development within the nursery. Older children, in particular, are well prepared for their eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

In the main, staff support children's behaviour through routines and interactions that reflect their age and stage of development. They guide children through daily routines and reinforce expectations. Mealtimes are social occasions where children sit together, develop their independence, learn manners and understand expectations. Staff establish familiar routines, including sleep times and nappy changing. This helps children to feel secure and understand what will happen next.

The key-person system is embedded and supports children to meet their developmental milestones effectively. Typically, staff are experienced at helping children to manage their feelings and behaviour. When any unwanted behaviour unfolds, most staff swiftly intervene and talk to them about the consequences of their actions and the importance of using 'kind hands'. More experienced staff use distraction techniques to prevent any escalation of behaviour. Consequently, children play alongside each other well. They are developing the social skills necessary to interact positively with others.

Leaders carefully monitor children's attendance and work closely in partnership with parents and carers to promote its importance. They take a supportive approach, helping families to overcome any barriers that may affect regular attendance. Parents understand the setting's procedures for following up on absence. They recognise the role this plays in supporting children's development and learning.

Children's welfare and wellbeing: Expected standard

Personalised care practices are carried out to meet the needs of all individual children. For instance, staff working with the youngest children know their individual routines from home and mirror these within the day, such as milk times, weaning preferences and cues for sleep. They endeavour to promote consistency of care between home and the nursery to support children's wellbeing. Staff are respectful and nurturing in their interactions with all children. This supports the secure attachment staff strive to build with every child, valuing their emotional security.

Bespoke transition arrangements help children to settle confidently into the setting and moves between rooms. Leaders ensure any care plans are detailed and clearly understood by staff, who receive support and additional training when needed to manage children's needs. This ensures that children with special educational needs and/or disabilities receive highly responsive care that reflects their individual routines and needs.

Leaders promote children's health effectively. Meals are nutritionally balanced. Staff encourage children to make healthy choices, including through the introduction of healthier food options. They follow clear hygiene procedures. Staff support children to understand routines that keep them safe and well, including the importance of brushing their teeth. Children typically develop a secure sense of wellbeing and receive support to thrive.

Leadership and governance: Strong standard

Leaders ensure that a culture of high expectations and professionalism is embedded across the setting. They know the context of the setting and the characteristics of the children well. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive support to make secure progress from their starting points. Partnerships with parents and carers are well established, and communication is highly effective. Leaders establish effective partnerships with outside agencies and other professionals. The support they receive ensures that families feel confident and reassured and children's progress is maximised. Parents speak very highly of the setting and the very positive relationships they have with staff. They directly reference the positive progress their children have made and the support they receive as parents.

Leaders support staff to carry out their roles extremely well. They have a clear understanding of staff's strengths and areas for development, and they act on these effectively. For example, targeted action plans are in place to address areas where teaching needs strengthening. This ensures that all children across the provision receive consistently high-quality and comparable experiences. Leaders support staff to access appropriate training and qualifications that bolster their knowledge on childcare-related subjects. They embed a culture of continuous improvement in which everyone is continuously learning. Staff comment on how leaders support their wellbeing and manage their workload. All staff feel very well supported in their roles and responsibilities. They are ambitious for all children to achieve the very best outcomes.