Little Legs Nursery

Inclusion: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are typically well supported to access all areas of the early years foundation stage. Leaders gather detailed information about children's starting points, working closely with parents to identify any barriers to learning from the outset. Leaders have undertaken bespoke SEND training, enabling them to make appropriate adaptations to teaching, learning and the environment to meet children's individual needs.

Staff adapt their interactions sensitively so that children feel included, valued and able to participate alongside their peers. For example, staff model correct language and sentence structure to support children who are developing their speech and communication skills. Practitioners regularly observe children, work closely with parents to discuss any emerging concerns and use this information to put timely support in place. This helps children to develop confidence, make progress and develop a sense of belonging.

Curriculum and teaching: Expected standard

Leaders have planned an inclusive curriculum that typically meets the needs of all children, including those with special educational needs and/or disabilities. They ensure learning covers all 7 areas of the early years foundation stage and organise the curriculum so that children build on what they already know.

Staff prioritise communication, independence and the development of warm, secure relationships with children. Teaching is generally effective. Practitioners prioritise children's communication and typically model high-quality spoken language to develop children's understanding and speech across the various age ranges at the nursery. However, the quality of interactions and questioning is not consistent. At times, staff do not give children enough time to think before intervening or moving learning on. In addition, some questions lack sufficient precision and challenge to extend children's learning to the next stage.

Staff promote children's independence well across the curriculum. For example, during a creative activity, some children found it difficult to use age-appropriate scissors to cut coloured card. A practitioner encouraged a child to persevere, modelled the correct technique and held the paper taut to help the child succeed independently. However, at times, the teaching of mathematics requires sharper focus. During the inspection, staff introduced some mathematical discussions about capacity and counting in the outdoor area. Nevertheless, this lacked sufficient planning and progression to ensure children were consistently exposed to age-appropriate mathematical concepts and vocabulary.

Achievement: Expected standard

Children make steady progress across all 7 areas of the early years foundation stage curriculum. They learn new skills through purposeful play and meaningful interactions with staff. Children who face barriers to learning develop increasing confidence in expressing themselves and communicating their needs and ideas. For example, staff support children with speech, language and communication needs by providing language-rich songs, stories and opportunities to talk during play.

Staff consistently encourage children to develop their independence. Children confidently tidy away resources, access drinking water and put on their own shoes. These everyday experiences help children develop the confidence and self-help skills they need for the next stage of their education, including their transition to school.

However, inconsistencies in the quality of staff interactions across the nursery mean that adults do not always extend children's learning effectively. As a result, staff do not consistently maximise children's progress and achievements.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a warm, welcoming and calm environment where all children, including those with special educational needs and/or disabilities, succeed and thrive. Children develop secure attachments with staff, who consistently model good manners and positive interactions. Overall, children follow the nursery's rules and expectations well and understand what is expected of them. This is evident during free-flow play, outdoor play and lunchtime routines. Children play confidently, independently access food and drink and understand the nursery rules, which means they collaborate well with their friends and trusted adults.

However, leaders and staff do not consistently communicate the rules and expectations for circle time activities. For example, some children stand up and block the story for others, while others walk away from the group. This is because adults have not clearly established behaviour expectations for circle time or adapted the session to meet the needs of the youngest children.

Leaders promote the importance of regular attendance and punctuality and work closely with parents and carers to reduce barriers to attendance. For example, leaders offer flexible attendance arrangements to support children's individual needs. As a result, children settle quickly and benefit fully from the learning opportunities and experiences the nursery provides.

Children's welfare and wellbeing: Expected standard

Leaders and staff ensure the nursery's procedures meet children's individual needs effectively. They provide healthy and nutritious meals and establish routines that promote children's understanding of healthy lifestyles. Children wash their hands after using the bathroom and before meals and understand why good hygiene is important. Staff sit with children during mealtimes to ensure they eat safely, while encouraging meaningful conversations about food choices and wider topics. Children of all ages feed themselves where appropriate, confidently pour their own water and are encouraged to try new foods. Older children understand the importance of staying hydrated during hot weather and explain why healthy food helps their bodies grow and stay well.

Children develop warm, trusting relationships with staff across the nursery. Predictable routines help children feel secure and develop a strong sense of belonging. Younger children confidently follow familiar routines, such as preparing for nap time after lunch. Older children understand the need to be considerate of others during this time and enjoy focused one-to-one interactions with staff that further support their development and wellbeing.

Leaders and staff communicate effectively with parents and carers to promote children's wellbeing and development. They operate an open-door policy and maintain regular communication through daily information-sharing, meetings and parent consultations. Staff share children's assessments, developmental progress and next steps so parents can support learning at home. Parents speak highly of the nursery and value its caring, personalised approach, explaining that staff know their children well and provide support that meets their individual needs.

Leadership and governance: Expected standard

Leaders understand the community they serve and accurately identify the nursery's strengths and areas for development. They conduct regular observations of staff practice and hold regular meetings to discuss any training needs. Well-established systems for safeguarding and safer recruitment ensure children remain safe. Safeguarding is effective. Leaders prioritise staff workload and wellbeing, and staff report that they feel well supported and valued.

Leaders demonstrate a strong commitment to continuous professional development across all areas of the early years foundation stage. They attend local authority training and seek additional external professional development opportunities, including safeguarding and special educational needs and/or disabilities (SEND). Leaders have established effective partnerships with local schools and school-based nurseries to support children as they transition to their next stage of education.

Leaders regularly evaluate all aspects of the nursery and actively seek the views of parents. They support working families by offering flexible start times and communicate effectively through a range of methods to ensure key information is shared promptly.

Leaders are reflective and have identified appropriate priorities for improvement. For example, they are enhancing the outdoor learning environment to broaden children's learning experiences. However, procedures for staff supervision and performance management are not yet fully focused on achieving the highest standards of children's learning and personal development.