Little Miracles Daycare

Inclusion: Expected standard

Staff know children well. They identify when children may benefit from additional support and promptly seek early intervention. As a result, children make sustained progress from their starting points. Staff work closely with families and make effective use of the support available to them from their family hub and local authority. This ensures that every child and family benefits from the right support at the right time.

Parents speak highly about the support they receive. Staff work closely with parents to ensure a consistent approach between home and the setting. Regular communication with families helps parents and carers feel involved in their children's learning and development. Staff provide home-link bags to support families to manage experiences or challenges that may arise at home. This supports parents and carers to feel confident in responding to their children's individual needs.

Staff typically help children to manage their emotions, so that they feel safe and secure in their environment. For example, staff immediately know when children begin to feel overwhelmed and take steps to help them overcome these feelings. As a result, children learn to regulate their behaviour.

Additional funding is used effectively to ensure all children benefit from a wide range of experiences. For example, funding has been used to help children explore nature. Consequently, children have watched ducklings hatch and butterflies emerge from their chrysalis in the pavilion. This helps children understand about similarities and differences as they observe changes in living things.

Curriculum and teaching: Expected standard

The curriculum builds progressively on what children already know and can do. Staff also use play to help children learn by exploring their senses. For example, in the baby room, staff introduce gels, foams and softer textures for the children to squish and swirl around their fingers. Staff in the big room carefully plan layers of more contrasting and varied textures for children to explore, such as moss, dry cereals and shredded paper, in their sensory tuff trays. Staff use language alongside these experiences, supporting children to notice, explore and describe differences in texture. However, on occasions, staff do not make the most of their interactions with children. This means some children do not have the opportunity to learn more deeply from experiences that have been prepared for them.

Leaders review the curriculum regularly and generally support staff to develop their teaching skills. Staff know children's individual needs well and use this knowledge to plan appropriate activities and experiences. As a result, children develop the knowledge and skills they need for their next stage in learning.

Staff promote reading and a love of books. A wide selection of books is accessible in different areas of the children's rooms. This allows children to explore pictures, stories and information that supports and further enhances their play.

Achievement: Expected standard

All children achieve well from their starting points. As a result, gaps in learning are beginning to close, especially for those children with special educational needs and/or disabilities and children known to social care. Children explore their environment with curiosity and are keen to have a go.

All children develop their language skills. Babies acquire words steadily as they copy key words modelled by staff. For example, they eagerly copy words during a 'magic bag' activity. When a duck is pulled from the bag, young children say 'quack, quack' with excitement. Regular singing sessions help children to learn about repetition. They become familiar with songs and actions and anticipate what comes next. For example, during the hello song even the youngest children wave and join in saying 'hello' to their peers. Children show an increased interest and enjoyment in books. Books are well placed around the rooms to help children connect to their experiences and play.

Children develop important social skills. For example, children of all ages feed themselves independently and drink without support from their cup. As a result, children develop skills needed to progress to their next stage in learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff are kind and nurturing. They provide a calm and relaxed environment for children to learn in. As a result, children are generally calm and learn to play with increasing confidence. Staff respond appropriately, with reassurance and comfort, when younger children become unsettled with unfamiliar visitors in the room. This helps children to manage their feelings and emotions.

Staff are positive role models, supporting children to use their manners. As a result, children begin to develop positive attitudes to each other and staff. Staff recognise children's achievements throughout their daily routines. For example, as children wash their hands before lunch, staff offer lots of praise to encourage children to become proficient with their self-care skills. All children are busy and occupied throughout the day. They display confidence as they try new things or explore textures.

Leaders recognise the importance of children attending regularly and act promptly to follow-up on any unexplained absences.

Children's welfare and wellbeing: Expected standard

Children's welfare is supported through warm and responsive relationships. Positive attachments are formed and staff have built trusting relationships with the children. Children demonstrate a sense of belonging. They learn about oral health and brush their teeth in nursery. This is further supported through planned activities that help children to understand why it is important to make healthy choices. For example, children explore pretend teeth and practise brushing them, so they can understand how to keep their teeth clean.

Children feel safe at nursery because staff help them to overcome their fears and worries. As a result, children develop a sense of security. For example, children are introduced to 'Goldilocks and the Three Bears'. This helps them to understand when food may be hot or cold, or if food needs to cool down. One child says, 'My food is hot, I need to blow it', as she reminds the other children sitting close by about keeping safe at mealtimes. Children benefit from first-hand opportunities to learn about safety. For example, staff support children to assess risks in the outdoor environment. Children thoroughly enjoy using a clipboard to mark each area as safe, once they have talked through their findings with an adult.

Leadership and governance: Expected standard

Leaders are aware of their duty to notify Ofsted of significant events. However, they recently overlooked a notification to inform Ofsted that a new manager had been appointed. Leaders are accurate in their reflections and use a rolling action plan to prioritise areas for development. This demonstrates a genuine commitment to continuous improvement. Leaders recognise more professional development opportunities are needed, to help staff understand that every interaction is a learning opportunity for children.

Leaders show commitment and enthusiasm for leading practice at the nursery. They want the best for the children and families that attend the nursery. Parents value the daily chats and regular meetings to keep them up to date on all that their children are doing. Parents comment on how happy they are with the setting and that communication is typically good.

Staff work with professionals to support children with their needs, including those with special educational needs and/or disabilities, and those known to children's social care. As a result, children receive timely and appropriate support that meets their needs. Leaders have a sound understanding of the local initiatives and support available for families through their local authority. They are committed to engaging with these initiatives and understand the important part they play in working collaboratively with local authority services and other professionals. This contributes to a consistent approach and helps ensure that children and families receive the support they need.

Leaders prioritise staff wellbeing by providing regular supervisions and opportunities for staff to discuss their workloads. Staff are enthusiastic and enjoy their work. As a result, team morale is positive and staff retention is good.