Little Nest Childcare

Inclusion: Expected standard

Leaders have developed an inclusive culture where children's individual needs are identified and supported in a timely manner. They work closely with parents and other professionals to identify needs and ensure that appropriate support is put in place. Leaders make timely referrals to external agencies, such as speech and language therapy. They contribute effectively to education, health and care plan processes, alongside families and other professionals. Individual education plans are written and regularly reviewed to help ensure that support remains relevant to children's changing needs.

Leaders use additional funding, including early years pupil premium and disability access funding, appropriately to reduce barriers to learning, such as targeted one-to-one support, private speech and language therapy, and sensory resources that support children's engagement and participation.

Overall, leaders ensure that children who face barriers to learning receive appropriate support. Children with special educational needs and/or disabilities are supported to access the curriculum and take part in activities alongside their peers. Staff interact positively and warmly with children with language delays. They are continuing to develop their use of targeted strategies to further support children's communication and language development.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that supports children's learning across areas of development. They focus appropriately on communication and language, particularly in the baby room. Staff introduce new language during play, such as using descriptive words like 'crinkle' to help children understand sounds linked to vocabulary. However, opportunities for the youngest children to progressively develop their understanding of how to manage risks and keep themselves safe are not as well sequenced as in other areas of the curriculum. For instance, at mealtimes, staff do not consistently build on children's understanding of the safe use of utensils to help them develop their awareness of managing everyday risks. In contrast, older children experience a more structured approach to learning, specifically in understanding life cycles. For example, they observe caterpillars transforming and use creative resources to represent butterflies.

Teaching is generally effective across the setting. Staff interact positively with children and support their engagement in activities that promote physical development and early literacy skills. In the baby room, staff support physical development appropriately. They encourage self-feeding and the development of fine motor skills.

Children with special educational needs and/or disabilities are supported through inclusive teaching approaches. Staff use visual aids and prompts effectively to support communication and language development. This helps them to participate in activities and express their needs.

Achievement: Expected standard

Children typically make progress from their starting points. Children's personal, social and emotional development is well embedded. They demonstrate positive behaviour, supported by staff who act as highly effective role models. They build warm, respectful relationships and demonstrate increasing independence throughout the day. They confidently engage in routines and activities.

Children develop physical skills effectively. Babies strengthen coordination and muscle control through activities such as standing and exploring sensory resources. Older children build fine muscle strength through activities such as dough manipulation. Children also develop early problem-solving skills, for instance, while investigating how ice thaws.

Children develop secure early mathematical understanding. They count in sequence and begin to understand concepts such as volume and capacity through practical activities, such as filling containers with sand while adding and mixing ingredients during imaginative play.

Children with special educational needs and/or disabilities make appropriate progress. They communicate their needs and respond to familiar routines. Overall, children, including those in receipt of additional funding, are well prepared for the next stage of learning and the transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have established an excellent culture of positive behaviour and respectful relationships. Well-embedded and consistent routines help children understand expectations of the setting. Staff are excellent role models. They treat children and one another with respect and consistently reinforce clear rules and boundaries. As a result, children behave extremely well and demonstrate highly positive attitudes towards learning.

Children develop strong social skills. Staff encourage them to share, take turns and work in partnership with their peers. They actively support children to form friendships. For instance, they encourage children with similar interests to play together and prompt children to invite others into their play. Consequently, children build highly positive relationships and learn to value the contributions of others.

Leaders and staff place a high priority on children's emotional wellbeing. Children are supported to recognise and manage their feelings through activities such as stories about emotions. Children, including those with special educational needs and/or disabilities, benefit from sensory resources and quiet spaces that help them to regulate their emotions and successfully engage in daily routines. Babies and younger children have consistent opportunities to rest and sleep. This supports their emotional wellbeing and readiness to learn.

Leaders promote the importance of attendance effectively and monitor this. They identify patterns of non-attendance and work with families to support regular attendance. As a result, children attend regularly and quickly settle into routines.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the heart of their practice. Children are cared for in a safe and nurturing environment. Staff know them well and respond sensitively to their individual requirements. They support children to develop an awareness of safety and risk. For instance, older children are encouraged to help manage risks during everyday routines, such as identifying and removing fruit peelings from the floor at snack time. However, opportunities for children to develop these skills are not consistently embedded across all age groups.

Leaders promote healthy lifestyles effectively. Children benefit from nutritious cooked meals and healthy snacks. Staff encourage good hygiene practices through daily routines and initiatives that promote oral health, such as toothbrushing activities. Additionally, children enjoy experiences that support their physical wellbeing through activities that target coordination, balance and muscle strength.

Children's emotional wellbeing is supported well. Staff help children to understand and manage their feelings through therapeutic stories and sensitive interactions. Children with special educational needs and/or disabilities benefit from tailored resources, such as sensory tubes, which support self-regulation. Babies and young children receive attentive care, such as constant supervision during sleep times. This helps them to feel secure and settled.

Leaders work with families and schools to support children through transitions. Children moving on to school have opportunities to meet teachers and visit their new environment. This helps them to develop confidence for the next stage of learning.

Leadership and governance: Expected standard

Leaders are committed to providing an inclusive environment where children feel safe, valued and supported to learn. They monitor the quality of provision through regular observations, supervision and self-evaluation. They demonstrate an accurate understanding of the setting's strengths and areas for development. They take appropriate action to secure continuous improvement. For instance, leaders have reviewed arrangements for supporting children as they move on to school.

Staff report that leaders are approachable and responsive to their needs. Regular supervision, appraisals and professional discussions help staff to reflect on their practice and identify areas for development. Leaders encourage staff to access training that reflects their interests and to support children's needs. This includes training focused on supporting younger children's development and enhancing provision for children with special educational needs and/or disabilities. However, leaders have not ensured that all staff have the knowledge required to support children to manage risks effectively across all areas of the setting.

Leaders use additional funding appropriately to support children who face barriers to learning. They work effectively with parents and other professionals. This helps to ensure that children receive the support they need. Parents are actively involved in their children's experiences through stay-and-play sessions, family events and regular communication about children's progress. These positive partnerships contribute to continuity between home and the setting.