Little Learners Heanor

Inclusion: Expected standard

Leaders and staff work together to provide a provision where all children feel included and are supported to flourish. Leaders recognise the importance of early identification of any potential barriers to learning. They generally work well with parents and carers to ensure children receive the help they need to make progress. Staff work alongside other professionals to plan and review support for children. Leaders identify and address areas where children can be further supported in their learning. For example, Makaton sign language is in the early stages of being introduced throughout the nursery to support children's communication and language skills. This is particularly aimed at supporting the learning outcomes for children with special educational needs and/or disabilities and those who face other barriers to their learning.

Children are fully included in activities as staff have a secure understanding of their individual needs. Staff adapt activities to ensure they are meaningful and interesting. This helps all children to engage well in their learning and to experience a range of activities. Additional funding is used effectively to provide additional resources and further staff training opportunities. For example, staff use sensory resources to help children regulate their emotions and to encourage them to play positively alongside their peers.

Curriculum and teaching: Expected standard

Staff use their knowledge of child development to plan meaningful activities that they know will excite and interest children. Staff know children well and provide additional support when needed, particularly for children with special educational needs and/or disabilities and other barriers to learning. Staff enable all children to participate and enjoy their learning experiences. Leaders have a general overview of assessment, but do not consistently monitor identified next steps in learning to ensure they are precisely matched to children's individual needs. This means that, at times, the curriculum does not support some children in the most appropriate ways, to help them to move on in their learning.

Throughout all areas of the curriculum, staff place emphasis on supporting children to become confident communicators. When making cloud dough, staff encourage children to use language to describe what they can see, feel and smell. For children who speak English as an additional language, or who are in the early stages of language development, staff encourage alternative communication methods, such as facial expressions, gestures and picture cards. Staff interact effectively with children to help them grasp mathematical concepts. For example, staff use words, such as 'more' and 'less', when mixing ingredients. They promote children's coordination and control by providing utensils to scoop, pour and mix with.

Achievement: Expected standard

Children typically build on their previous learning. They make encouraging progress overall and engage well in planned and self-chosen activities. In general, strategies are effective in supporting all children, including those who have special educational needs and/or disabilities, to develop the skills they will need as they progress to the next stage in their education.

Children demonstrate curiosity and confidence as they play and are keen to participate. They invite their friends to join in their play. Children build positive relationships and are understanding of one another's individual needs. Children of all ages express their needs and make choices about their learning and play. They become increasingly independent in their self-care skills. Babies are eager to feed themselves, and older children serve themselves at mealtimes. Children's sense of awe and wonder of the natural world is heightened through their engagement with the outdoors. Younger children squeal with delight as they grab leaves with their fingers. Older children delight in using a magnifying glass to study minibeasts.

Behaviour, attitudes and establishing routines: Expected standard

Overall, staff are positive role models. They sensitively guide children and give them clear explanations to help them make positive choices regarding their behaviour and interactions with their peers. For example, staff gently remind children to listen when one of their friends is speaking. Children learn to treat each other with respect and take care of their play environments by helping to tidy away toys and resources. Staff embed daily routines that help give children reassurance as they know what they will be doing next. Children show high levels of independence, for example, as they pour their own drinks and collect their coats and boots when going outside.

Children's attendance is closely monitored. Leaders work with families to promote punctuality and positive habits, to promote positive outcomes for children's learning. Children engage enthusiastically with the activities on offer and are motivated to learn. They confidently use tools and equipment when playing. Staff recognise when some children may need extra support. This includes moving resources that they know will engage children into different areas, to encourage them to experience a wider range of experiences and to sustain their concentration. Staff promote children's self-esteem effectively, such as praising their achievements and efforts.

Children's welfare and wellbeing: Expected standard

Leaders typically give appropriate attention to promoting children's health and wellbeing. They understand the importance of giving children dedicated time each day to be outside. The recent developments to the outdoor area provide a wealth of opportunities for children to be physically active and to develop their smaller physical muscles and whole-body movements. Children feel valued as staff listen and respond to their ideas. For example, staff gently guide children's thinking and help them to find resolutions when they encounter difficulties.

Staff follow daily hygiene routines well to promote children's health. They ensure children wash their hands before eating and wipe their noses to help prevent the spread of infection. Babies benefit from a separate sleep room. Staff closely follow safe-sleeping guidelines to ensure children are protected. When children start at nursery, staff work collaboratively with parents and carers to ensure children's individual routines are followed. This helps children to feel settled and secure. Children are provided with healthy, nutritious snacks and meals and can freely access water throughout the day, so they remain hydrated. Staff sit with children when they are eating to closely monitor their safety and to promote their social skills.

Leadership and governance: Expected standard

Leaders have worked hard to address the actions raised at the last inspection. Safeguarding procedures have been thoroughly reviewed and improved. All staff have undertaken further training, so everyone working with children feels confident about child protection procedures. These improvements have helped to embed staff's knowledge and understanding of how to keep children safe. In addition, the curriculum has been reviewed, and overall, it meets the needs of all children and helps them to make progress. Leaders have supported staff, through coaching and training, to help them to improve their skills when interacting with children. Additional support for staff in helping them to identify precise next steps for children's learning will help to strengthen outcomes even further. The stable leadership team is helping to drive sustained improvement.

Leaders take pride in establishing positive community links. Children go on regular outings within the local area which help to foster an awareness of the world around them. They frequently visit local care homes, where they put on performances for the residents. Parents and carers receive regular updates from staff, both verbally and through online communication. However, the information that is shared does not always clearly outline what children have achieved during activities or the progress they have made. This does not fully support parents to understand the achievements children are making or how they can further support learning at home.

Leaders prioritise staff's wellbeing. They regularly meet with staff and have an open approach, to promote communication. Leaders regularly assess staff's ongoing training needs to ensure their skills and knowledge are focused on promoting the best outcomes for children. Staff comment that they thoroughly enjoy their work and feel valued and supported.