Little Learners Day Nursery

Inclusion: Strong standard

Leaders and staff have established a highly inclusive culture, where all children feel valued, understood and able to succeed. Children's individual needs are identified swiftly through purposeful observations, strong parent communication and accurate baseline assessments. Leaders use this information effectively to guide staff, identify gaps in learning or development and agree timely next steps. These are recorded in focused-support plans and are reviewed regularly with parents and staff, so expectations are clear and support remains consistent. Where additional help is needed, staff act promptly and seek advice from other professionals as required. As a result, children with special educational needs and/or disabilities, and those who face barriers to learning, are well understood as individuals, take part fully and make strong progress from their starting points.

Parents speak very positively about the support their children receive. They feel listened to, involved and reassured that staff understand their children's needs. They recognise the clear difference that well-planned help makes. Children are supported effectively to communicate, join in, build confidence and experience success alongside their peers.

Leaders use funding thoughtfully and highly effectively to reduce barriers and broaden children's experiences. For example, children are supported to access enriched outdoor provision, because funding has improved the space and strengthened opportunities for learning, exploration and play. This helps children take part fully, grow in confidence and see themselves as capable, valued members of the setting.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum with clear intent, giving children secure foundations in personal, social and emotional development, physical development, and communication and language. These areas are prioritised across the provision and support children to develop the knowledge, skills and understanding needed to access all areas of learning. Staff know the children well and use their understanding of individual needs, interests and stages of development to adapt learning experiences. This includes appropriate support for children with special educational needs and/or disabilities and for those who may face barriers to learning. Practitioners foster curiosity through interactions that encourage exploration, engagement and deeper thinking.

Communication and language are promoted through stories, songs and rhymes. Staff generally use purposeful interactions to model language, introduce vocabulary and extend children's thinking. Children develop speaking and listening skills within a supportive, language-rich environment. For example, staff discuss the difference between wet and dry sand, and how this affects building sandcastles. Mathematics is woven into daily activities as children count, recognise shapes and use the language of size. Physical development is promoted through outdoor activities and indoor climbing equipment. Personal, social and emotional development is supported as children take turns, share resources and talk about emotions. However, staff do not always make links across the wider curriculum explicit. For example, children count during activities, but this is not consistently extended to deepen their understanding of number, such as counting individual objects. As a result, teaching is effective in many areas, but it is not yet of a consistently high quality.

Achievement: Expected standard

Children are curious and eager to explore. They choose resources confidently and use them to test their ideas. For example, when mixing coloured water and materials to make potions, they notice changes, ask questions and talk about colour, rainbows and weather. Children's thinking is extended with support, this helps them build on what they know and make steady progress. For example, as children mix two colours together, they support the child with predicting colours that will be made. Children with special educational needs and/or disabilities, and those who face barriers to learning, grow in confidence and make progress. They learn alongside their friends with support that helps them communicate, join in and feel successful. Children continue learning because resources and approaches are adapted to meet their needs. Children hear and use language throughout the day. During play, they hear adults model new words and are encouraged to explain their thinking. This helps children share ideas, imagine possibilities and use language to solve problems with others.

Children are helped to feel ready for what comes next. Transitions within the setting and in to school are carefully supported so that children know what to expect and feel secure. They plan visits, meet familiar adults and share what matters to them, helping them to move on with growing independence and confidence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set clear expectations for behaviour through calm, consistent routines and everyday practice. Policies and procedures are followed, which helps to provide a safe and well-organised environment for children. Staff model respectful communication and use gentle reminders and guidance when needed, helping children understand what is expected of them. Attendance and punctuality are monitored, and information is shared with parents where support is needed to encourage regular attendance.

Staff know the children well and respond to their individual needs, including children with special educational needs and/or disabilities and those who may face barriers to learning. They adapt their approach, so that children feel included, reassured and able to take part. The key-person system supports warm and trusting relationships with familiar adults, helping children to feel confident and emotionally secure. These positive relationships can be seen in everyday interactions, where children are encouraged to use good manners, such as saying "please" and "thank you", and staff praise achievements with phrases such as "well done" and "wow". As a result, children are supported to develop independence, resilience and positive attitudes to learning. Overall, the setting promotes a nurturing and inclusive culture, where children are valued, supported and ready to engage in their learning and development.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a clear strength. Leaders and staff create a safe, nurturing and well-organised environment, where children feel secure, valued and ready to learn. Robust policies and procedures are reviewed regularly and understood by staff, supporting consistent practice, clear safeguarding expectations and high standards of health, safety and daily care.

Staff and leaders know children exceptionally well. The well-established key-worker system helps children form secure, responsive attachments. A thorough settling-in process enables staff to understand babies' and children's routines, interests, health needs and allergies. Staff identify changing needs promptly, and provide well-matched support for children and families, including those who need additional help or have special educational needs and/or disabilities (SEND).

Children benefit from regular access to stimulating outdoor spaces, where they explore, take appropriate risks, develop physical skills and build confidence. For example, staff support children using balance beams by offering guidance and encouragement to have a go, while allowing them to take risks.

Healthy lifestyles are promoted effectively through routines, discussion and positive-adult modelling. Staff work closely with families to reinforce healthy eating and wider wellbeing beyond the setting, sharing useful nutrition information and practical support. Partnership with parents is highly effective. Staff communicate sensitively and work collaboratively with families to support children with SEND, health and emotional security. Parents describe leaders and staff as approachable and supportive, helping to build trusting relationships and secure consistently positive outcomes for children.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting, described as "nurturing from the roots", and staff understand what this means in practice. This shared approach is reflected in how staff support children and work as a team. Leaders know the setting well and have identified priorities to help it improve, including strengthening partnership with parents, and introducing a climate action plan, with children beginning to take part through recycling. Recruitment procedures are secure, and staff receive a thorough induction that helps them settle into their roles, understand expectations and work with confidence. Regular supervision gives staff time to talk about practice, raise concerns and access support when needed. Staff speak positively about the setting and say leaders are approachable. They value the open-door approach and feel able to seek guidance at any time. Leaders give appropriate attention to staff wellbeing. Training is beginning to have a positive impact. However, the support for staff is not yet sharply matched to individual development needs. As a result, children do not consistently benefit from learning and development that builds securely on what they already know and can do.

Partnership with parents is positive and supports children's care and development. Parents say they are kept informed each day, both verbally and electronically, and receive monthly development reviews that include next steps for their children. They describe staff as friendly and polite and say recent changes in the setting have been helpful for their children.