Little Marvels Day Nursery (Brookside)

Inclusion: Expected standard

All staff use observations of children to support them in identifying gaps in development, which they share with parents and leaders. Leaders swiftly identify where children need additional support and implement adaptations or interventions. Parents are kept up to date with progress and are invited to open evenings and meetings. Additional training has been appropriately planned to further support all staff to identify any barriers to children's learning quickly and precisely. Regular visits and training from the local authority special educational needs team support leaders in ensuring they are reviewing practice and enhancing their provision. Leaders understand that pupil premium funding is to support the progress of individual children's needs and enhance their learning opportunities.

Staff prioritise the development of all children's communication and language. Staff support children with special educational needs and/or disabilities effectively, helping them feel included, valued and able to participate fully in learning. Staff are consistent at using strategies to support children who speak English as an additional language, such as the use of gestures, visual picture cards and a 'now and next' board. This supports children to feel secure at the setting as they become familiar with routines.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum that allows children to develop in all areas. They have worked with the local authority to improve teaching quality. Staff consistently develop communication and language by engaging children in interactions through play and building on what the child knows to extend their learning further skilfully. A love for mathematics is promoted consistently through the continuous provision and staff support by role modelling mathematical language. For example, when playing catch, the children count as they pass the ball backwards and forwards, and staff use vocabulary such as 'bigger', 'smaller', 'one more' and 'one less' during play.

Leaders understand the children's enthusiasm for learning outdoors and provide opportunities for outdoor learning for most of the day. Outdoors, they have many resources that support children's strength, coordination and balance. Fine motor skills are strengthened through mark-making opportunities, such as painting walls with large brushes and junk modelling using tape and scissors.

Staff use observation and assessment to check children's progress to tailor teaching to different starting points. Staff adapt teaching for children with special educational needs and/or disabilities (SEND) by using language slowly and clearly, using key words, repetition and gestures. This means that all children with SEND make progress.

Achievement: Expected standard

Children are generally prepared for their next steps in learning in all areas of development. Children are supported to develop early independence that prepares them for school, such as washing their hands at sinks and taking turns self-serving food onto their plates. Children are supported to build resilience. Children are making progress in their communication and language through participating in songs and interactions with staff during their play. All children, including those who speak English as an additional language, can confidently share their wants and needs.

Children enjoy their learning, showing high levels of concentration and perseverance. For example, while participating in creative activities, older children skilfully use scissors to cut lines in their design. Children confidently count to 10 when counting balls of dough. Older children enjoy mark making and show staff proudly that they have written 'A' for apple.

Behaviour, attitudes and establishing routines: Expected standard

Staff use strategies so that all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, understand daily routines. For example, at tidy-up time, they shake maracas, use visual cards and sing a tidy-up song. Children use sand timers for turn-taking and are supported to work together to solve problems. Staff have positive relationships with the children, and they know them well. They use calm and respectful approaches and adapt to children's needs quickly.

During large-group times, staff do not consistently reinforce their expectations. As a result, some children become distracted or disengaged. This means some children are not included in the purposeful learning. When staff reduce group size, younger children settle more quickly and engage more positively. This does not support children consistently to develop listening skills and sustain attention during group routines.

Children are typically well behaved. Leaders have introduced golden rules that support children to understand positive behaviours. A superstar wall is used to celebrate children's positive behaviour so they can feel proud of their achievements. Attendance is promoted through strong partnerships with parents, which ensures they know the value of their children regularly attending.

Children's welfare and wellbeing: Expected standard

Children are safe and happy, and staff are responsive. For example, they support less confident children on arrival to play with quieter activities to help them settle. Staff get to know the children well so they can adapt routines accordingly to ensure the child feels secure. Staff work with parents and carers to support consistency in children's routines, including children's food preferences, to ensure their needs are being met. Leaders manage children's dietary requirements effectively to keep them safe. Leaders ensure children benefit from a healthy and nutritious diet throughout the day and ensure safe eating practices. However, not all children are given appropriate utensils to eat during mealtimes, and they do not have the opportunity to drink out of open cups. This prevents them developing further independence and strengthening their hand-eye coordination. Leaders should provide further opportunities for children to develop their independence at mealtimes.

Children are taught to recognise how they are feeling and offered cosy-corner time and a cuddle with a practitioner when feeling tired or sad. Personal safety is taught by practitioners. For example, when using scissors, staff remind children they are very sharp, so they need to be very careful and use them correctly. Nappy changing is done sensitively by giving privacy to children, and picture cards help even the youngest understand the routines.

Leadership and governance: Expected standard

Leaders have taken swift action after the previous inspection to ensure their setting is safe and secure. Leaders have excellent partnerships with the local authority, whom they work with collaboratively to improve experiences for children. For example, working with external professionals has supported staff to improve their knowledge and ensure effective adaptations to the curriculum.

Leaders are committed to making decisions in the best interests of children. For example, they maintain robust oversight of safeguarding, recruitment and staff suitability. Parents share that managers have got to know them and their individual family circumstances well, so they are better equipped to meet the children's individual needs.

They have a clear understanding of the setting's strengths and priorities for areas for development. For example, leaders are currently reviewing and amending the nursery menus to offer children healthier meals, which support children's preferences. Leaders understand the importance of continued development and plan weekly staff meetings, termly supervision sessions and full-team inset days to ensure that all staff are supported to keep up to date with best practice. Staff comment that they feel well supported and that leaders prioritise their wellbeing.