Little Monsters Nursery

Inclusion: Expected standard

Leaders and staff have developed a nurturing environment, where all children are welcome and included. They have developed processes that enable them to respond swiftly to all children's individual needs, including for children with special educational needs and/or disabilities (SEND), or those that face other barriers to their learning. They work closely with parents and other professionals to understand how best to support children. They use this information as part of a graduated approach that allows them to regularly assess the impact of their provision for children and make further adaptations where necessary. This helps them ensure that children are making effective progress from their starting points.

Leaders ably identify children with SEND from the earliest opportunity. They work with the whole staff team to develop appropriate interactions, experiences and adaptions for those children. This helps children to feel confident and included. All staff share high expectations for children, which are communicated frequently as they share children's accomplishments and next steps. Additional funding received for children is thoughtfully utilised to remove barriers to learning, for example to support staff training in speech and language programmes. This aids early identification of children who have delays in their communication skills, and gives staff the tools they need to help children make progress.

Curriculum and teaching: Expected standard

Leaders carefully plan for children's continued individual progress. Staff prioritise children's communication skills. They plan engaging group times for older children, revisiting familiar stories and songs. Younger children play in small groups directed by staff, who allow time for children to process and respond to increasingly more complex sets of instructions when describing plans for the day. Generally, children are supported by skilled staff, who speak slowly and clearly, introducing new vocabulary. Young children know that finger bones are called phalanges. Not all staff consistently use the same dynamic approach. For instance, at mealtimes some staff adopt a more supervisory role, meaning children's developing vocabulary is not always promoted as well as it could be.

Staff use mathematical language to describe position, such as in front, behind and next to, as children play with toy vehicles. They ask children about capacity as they play in the outside area, scooping and filling containers with mud. As a result, children make accurate comparisons. Children's independence and self-help skills are promoted by staff, who encourage them to do things for themselves even when tasks are tricky. For example, young children choose and peel their own fruit at snack time.

Leaders promote children's physical development. They provide staff training in how to support appropriate movement activities. Staff provide children with regular dancing and stretching activities as part of the curriculum.

Achievement: Expected standard

Overall, children achieve well in their learning and development from their individual starting points. This helps them to build and develop the skills and knowledge they need for their future. Children with special educational needs and/or disabilities (SEND) access additional support to promote their progress. For example, children build on their speaking skills as they confidently use new words, such as the names of different dinosaurs in their play.

Children who face barriers to their learning succeed in reaching appropriate milestones. This is particularly evident for those children with SEND. Adaptions are made to allow children with SEND to access a full curriculum. For example, changes to the environment promote accessibility for children who have limited mobility. This results in children gaining confidence, joining in with their peers and developing appropriate physical skills.

Behaviour, attitudes and establishing routines: Expected standard

Staff recognise the importance of familiar routines to encourage children's feelings of security and belonging. Children arriving in the setting settle quickly because staff prepare them well for what will happen now, and next. Children are well behaved and understand staff's expectations for behaviour. Staff act as good role models. This is demonstrated as children repeat common instructions to one another, which mimic those given by staff to reinforce their expectations. Children praise one another for positive behaviours, such as sharing, taking turns, tidying toys away and sitting nicely for meals. Older children are able to resolve minor disagreements independently with only limited staff intervention required.

As children of all ages mix together, particularly when playing outside, younger children are prepared for the move to the next age group within the setting. Transitions between rooms are managed sensitively and staff share what they know about individual children, and how best to support them, with their colleagues. This means that children's support and progress continues to be well managed as they progress through the setting. Warm interactions between key persons, children and parents support a shared understanding of what happens and why. Staff encourage regular and punctual attendance as they promote the importance of children accessing their early education to support their development, achievement and transition to school.

Children's welfare and wellbeing: Expected standard

Staff know children well. Children with special educational needs and/or disabilities, or those that have other barriers to their learning have their individual care needs recognised and met. For example, staff use advice from medical professionals to ensure children can access the full curriculum. Leaders work with other professionals to implement personal education plans for eligible children. This ensures that those children are supported to access their early education and any barriers are swiftly identified and removed.

Staff's focus on children's physical development is complemented by the provision of healthy food, fresh air and opportunities to learn and talk about emotions. A calm approach promotes children's attitudes to learning. Staff actively encourage children to persevere when tasks are tricky. Children are encouraged by staff to make and maintain positive relationships with key persons and with one another. As a result, children show care for their friends by sharing, turn-taking and playing cooperatively.

Parents report feeling involved in and informed of decisions about their children's learning and care. They report that key persons have the best interests of their children at heart. This is evident as young children separate confidently from parents into the care of staff as they arrive. On collection, key persons give parents information about the children's day. Regular feedback supports parents to continue children's learning at home.

Leadership and governance: Expected standard

Leaders are aware of the strengths within the setting and among the staff. Generally, they demonstrate appropriate insight into what they do well as a team, and what they want to develop further to benefit all children. Overall, they provide appropriate targets for staff to achieve. This promotes staff's professional development and knowledge. Some staff would benefit from a more bespoke training offer, which would further enhance their practice. Staff report that they feel supported and that there is a positive team culture, where they feel safe and appreciated by leaders. Staff undertaking training in childcare qualifications, are coached and mentored by leaders, who help them implement what they have learned.

Leaders make decisions with children's best interests in mind. For example, they rearrange the available space to accommodate the different age groups within the setting, making the environment as inclusive and accessible as possible. They are proactive when involved in multi-agency teams, who support children who are disadvantaged, those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Children benefit from this appropriate and additional support. Leaders understand and reinforce the importance of effective safeguarding practice. They offer regular formal staff training and informal methods of assuring staff's safeguarding knowledge is embedded. Staff are regularly offered opportunities to demonstrate their understanding. This ensures children's safety and wellbeing.