Little Monkeys at The Old Cottage

Inclusion: Expected standard

Since the last inspection, leaders have introduced a new assessment process to monitor children's development. This helps to ensure that all children progress well from their starting points. Leaders ensure that the nursery is inclusive and value each child's individuality. They gather key information from parents when children start. Staff form warm, caring relationships with their key children, which helps children feel safe and secure. They develop secure relationships with families to reduce barriers to learning and wellbeing. Disadvantaged children and those known to children's social care receive effective support.

Staff undertake training to ensure that they have the knowledge and skills to support all children. They swiftly identify children who need additional support and work effectively with other agencies to implement targets. This helps to ensure that all children make steady progress from their starting points. Staff understand children's individual needs and provide sensitive interactions that help them to feel secure.

Staff use their knowledge of children's individual circumstances to provide new experiences and opportunities. Regular access to the outside area builds on children's independence and physical development. Leaders and staff work in partnership with local schools to support smooth transitions to reception classes.

Curriculum and teaching: Expected standard

Since the last inspection, leaders and staff have worked actively with the local authority to develop their inclusive curriculum. They generally understand children's individual needs and areas for development. Staff now typically use observations and assessments effectively to target individual children's learning and identify appropriate next steps. However, on occasion, the curriculum delivery is not as consistently embedded across the nursery as it could be. Staff do not always use effective questioning skills to encourage older children to think for themselves, or problem-solve. In addition, staff do not always provide opportunities for children to be creative as they transition through the nursery. This does not consistently extend their learning and development at all times.

Staff know the babies and toddlers well. They use their knowledge of the children and observations and assessments to plan activities that support children's development. For example, some of the younger children have just learned to walk, so staff provide opportunities to encourage them to further develop their gross and fine motor skills with painting, sand play and climbing activities. Staff offer choices for children that encourage their independence and confidence, as they choose to make marks with the paint or play with the balls.

Staff typically place a clear focus on communication and language skills. They read to the children enthusiastically and animatedly. Older children excitedly join in with the actions to a story about a bear. Children demonstrate their familiarity with the book as they confidently predict what will happen next.

Achievement: Expected standard

Toddlers show a positive attitude to learning as they develop their gross motor skills in the outside area. They make choices from the range of activities on offer and enjoy repeating the activities to further strengthen their newfound skills. For example, toddlers who have just started to walk have the confidence to attempt the climbing frame, and navigate their way back down to the ground under staff guidance. Once down, they want to do it again, and again.

Older children fully engage in the activities and learn new skills. For example, they use scissors to cut out pictures of different areas from a bear hunt story. They use their knowledge of the story to rearrange the pictures into the correct sequence, and then confidently show their finished pictures to staff, who praise them on their accomplishments. Older children play well together. They communicate well and show respect for one another as they share the resources. This helps to prepare them for the next stage in their learning as they transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations, and children generally behave well. All children, including those who face barriers to their learning, feel respected and valued in the inclusive environment. Staff are positive role models and form secure relationships with their key children. This helps to reinforce children's sense of belonging. Leaders work with families to support punctuality and attendance. They promptly follow up any absences to help ensure children's continued safety and wellbeing.

Children show positive attitudes and fully engage in activities. They follow simple instructions. Even the youngest children understand the routine and know what comes next as they put their shoes on to venture outside. Children are becoming increasingly independent and able to communicate, for example when they need to use the toilet. They know to wash their hands after using the toilet and before mealtimes.

Staff regularly praise children and compliment them on their achievements. Children show positive attitudes to learning. They play well together, negotiating and taking turns in the role-play area, confidently talking about the 'pizza' and 'melon' as they share their 'food'.

Children's welfare and wellbeing: Expected standard

Leaders and staff effectively support children's wellbeing. Since the last inspection, staff working with babies have undertaken training to specifically support this area of their work. This has had a positive impact on the provision, as staff now offer developmentally appropriate activities and opportunities for the youngest children. Staff are sensitive to children's care needs. Nappy-changing is a calm, personal experience, and staff talk to babies and toddlers throughout the routine.

Staff typically embed hygiene practices well, and children understand the need to wash their hands before snack time and after using the toilet. Staff sing with children to encourage them to wash their hands thoroughly. Mealtimes are a social experience and staff sit with children during these times, chatting about what they have been doing.

Staff understand that children need access to fresh air and exercise and plan a range of activities outside. They apply sun cream to protect children and keep them safe. Staff sensitively remind children about their personal safety, for example when toddlers attempt to stand on the slide, instead of sitting down. Staff also provide guidance and assistance to older children to ensure they handle scissors safely.

All children, including those who face barriers to their learning, form secure attachments with their key persons. Staff know their children well and have positive relationships with them. This helps to promote children's wellbeing and sense of belonging.

Leadership and governance: Expected standard

Since the last inspection, leaders and staff have received support from the local authority to improve their practice. They have now introduced a curriculum that is designed with children in mind. Leaders and staff have developed and implemented simple assessment procedures. This has had a positive impact on the nursery, and staff talk confidently about the changes. Leaders and staff use assessments to identify any concerns regarding children's development and wellbeing. This information enables them to access additional help and ensure children get the support they need in a timely manner. Staff work with partner agencies and use this information to set children's next steps and input them into individual education plans.

Leaders work effectively with local schools. Staff go with children to visit their new classrooms, and teachers visit the children in the nursery. This partnership arrangement helps to support children's transitions to the next stages of their education. Staff report that their workload is manageable. They value the time they have during their supervision sessions to discuss their own wellbeing, professional development and how to further support their key children.

Leaders work in partnership with parents to ensure that they access the full entitlement for their children. They use funding effectively and purchase additional resources to support children's individual needs. For example, they have recently enhanced the outside area with tyres and planks as they recognise the importance of physical development, fresh air and exercise. Parents speak incredibly highly of the care and support they receive for their children. They talk about the nursery being a 'home-from-home' experience and being an extension of their own family. Parents value the ideas and help they receive to continue to support their children's learning and development at home. This joined-up approach helps to enable children's continued growth.