Little Leaders Ransomes

Inclusion: Expected standard

Leaders and staff have appropriate systems in place to effectively support children with special educational needs and/or disabilities and children with additional barriers to learning. They identify children's needs quickly and know who to approach to access support. Staff create individual education plans for children if they need additional support. Leaders ensure there is a consistent cycle of planning, carrying out intervention work and reviewing this to make sure it is having an impact on learning.

Learning activities are suitably adapted to ensure equal opportunities for all children. For example, staff use simple language and visual cue cards to help children with emerging communication skills take part fully in activities. Staff know children well and typically adapt teaching in the moment to meet individual needs.

Leaders support practitioners in implementing strategies and resources, effectively making use of advice from external professionals. Where children are in receipt of early years pupil premium funding, this is planned with parents and linked to children's interests and development. Leaders prioritise building strong relationships with families, helping them to identify and respond to children's emerging needs effectively.

Curriculum and teaching: Expected standard

Leaders have implemented a broad curriculum that emphasises children's curiosity, independence and communication. Staff provide learning opportunities linked to children's interests and routines. Children are encouraged to manage age-appropriate tasks, such as handwashing, serving lunch, accessing resources, tidying up and helping to lay tables by counting plates and cutlery.

Leaders have oversight of the curriculum and the quality of teaching. They have a clear vision for improvement and are beginning to share this more consistently with staff. Staff support children to understand and express their emotions through stories, calm interactions and appropriate reassurance. They prioritise language development by modelling vocabulary and encouraging communication during painting, sensory play, songs and stories.

Children's physical development is promoted through purposeful use of the environment. Babies use soft-play equipment to practise climbing and movement. Older children benefit from outdoor opportunities to run, jump and climb, as well as to pour, transport, and fill and empty containers with sand and water. Staff know children well and typically adapt teaching in the moment to meet their stages of development and individual needs.

Leaders have identified that some mathematical learning happens through routines, play and practical experiences. Staff introduce counting and capacity during activities, including garden play. However, the teaching of mathematics is inconsistent. A more specific focus on developing children's age-appropriate mathematical knowledge and vocabulary would support children further.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make progress from their starting points across the areas of learning. They develop communication skills through songs, stories and conversations with staff. Young children acquire age- and stage-appropriate skills to support the next stage of their learning. For example, babies use non-verbal communication to request songs, and explore the environment with increasing curiosity. Children learn to communicate with confidence.

Children practise their independence skills throughout the day. They serve their own meals, clean up spills, wash their own hands, learn tidying-up skills, identify their belongings and can effectively make decisions in their play. Children show an understanding of how to follow rules and how to resolve unwanted behaviours if they arise.

Behaviour, attitudes and establishing routines: Strong standard

Children understand what is expected of them, and as a result, they thrive and develop a positive attitude to learning. Both children and staff are kind and respectful. Expert modelling from staff in how to communicate and collaborate well together supports children to engage with others respectfully. Leaders have created a safe, calm, nurturing and inclusive environment. Children are taught to be respectful and supported to self-regulate through a range of techniques. For example, when a child is seen to be overwhelmed, they are gently redirected through a combination of playfulness, song and movement, and provided with reassurance and encouragement. Staff and children show mutual respect through their interactions, which are polite and courteous as using manners and gentle voices is modelled consistently.

Children are engaged in their learning as activities are linked to their interests. Staff are enthusiastic and encourage children to explore all areas. As a result, children develop positive attitudes towards their learning. Staff build warm, open relationships with children, who rarely become upset. When children do need support, staff respond quickly. They offer reassurance and help them re-engage in play.

Staff are consistent in their approach to routines and communicate with one another about routines throughout the day. This leads to smooth transitions in which children are supported to move from one activity or routine to the next. Mealtimes are a very calm and social experience for children and staff. Staff sit with children and model behaviour expectations. Children are encouraged to explore different areas and are developing positive attitudes to trying new things.

Leaders respond promptly to non-attendance. For instance, they promote the importance of regular attendance with families from the show-round onwards. This ensures that parents understand the attendance policy.

Children's welfare and wellbeing: Strong standard

Leaders and staff are very nurturing and highly responsive to children's varying needs. They build trusting bonds and share secure attachments. Leaders and staff take time to know and understand families' individual circumstances. Children feel safe and secure because staff know them well and respond to their individual needs. The environment supports independence. Children move confidently around the setting, access resources and take part in routines, such as tidying away and helping to prepare for meals. They are encouraged to take responsibility in age-appropriate ways. Transitions are planned carefully so children know what to expect and can participate with confidence.

Care practices are embedded across the day. Staff consistently support children to notice when they need help, such as with blowing their noses or washing their hands, and encourage them to try first before offering adult support. Children learn about healthy lifestyles through everyday routines. They are encouraged to try new foods at meals and snack times. Regular cooking opportunities help them develop further understanding of healthy choices. Sleep arrangements are carefully managed so that children can rest safely in a calm, soothing space and wake refreshed, ready for their next learning opportunity.

Leadership and governance: Expected standard

Leaders have accurate oversight of the strengths and their priorities for improvement of the nursery. They have a clear vision for the curriculum and what this means in practice. This typically helps leaders to evaluate and plan training and support for staff in their roles. Clear safer-recruitment procedures and comprehensive induction arrangements ensure that staff understand their roles and responsibilities from the outset.

Leaders have recently introduced a more structured supervision system that supports professional development, staff wellbeing and workload management. They ensure that all staff complete mandatory training and encourage participation in professional development linked to identified priorities. For example, all staff now have access to online training to support their understanding of the curriculum. Staff meetings are used to complete this collaboratively. Additionally, staff are provided with release time to complete other training. Leaders maintain an accurate training record to monitor statutory requirements and identify training needs. However, some staff are not yet confident in their understanding and implementation of the curriculum.

Leaders maintain positive partnerships with other professionals, such as those who work with children with special educational needs and/or disabilities. This helps them support staff to meet children's needs for a successful transition into the next phase of their education. The staff team is becoming increasingly established and is developing collaborative ways of working that contribute to a consistent approach across the setting. Staff build positive relationships with parents and carers through regular communication and the sharing of information about children's learning, care and attendance.