Little Nooriyah LTD

Inclusion: Expected standard

Support for children with special educational needs and/or disabilities (SEND) and those with additional barriers to learning is effective. Leaders ensure that effective systems are in place, which identify, assess and support children's individual needs through a systematic approach. Leaders' use of targeted support includes the implementation of tailored SEND support plans, which are regularly reviewed. This means that children with SEND or those with additional barriers to learning make steady progress. Leaders ensure that all staff are well informed of the most effective strategies to support children with SEND through continuous training and promoting consistency within their practice across all staff. This means that children receive the same support throughout the setting, which helps them to feel secure, understood and included. This consistent approach also ensures that staff can meet the needs of all children, promote progress and provide appropriate adaptations.

Leaders use funding appropriately and purposefully to provide suitable resources or additional adult support that positively impacts children with SEND within the setting. This enables children to access learning and participate fully in the activities provided. Leaders work collaboratively with parents to develop positive partnerships, ensuring they are fully involved in the support that is provided to their children. Leaders and staff work collaboratively with external agencies and are open to their support and advice. This means that children benefit from the support that is put in place through a combined approach, ensuring their individual needs are identified and responded to effectively.

Curriculum and teaching: Expected standard

The design of the curriculum supports the learning and development of all children, including those with special educational needs and/or disabilities or those facing additional barriers to learning. Staff generally implement the curriculum well through positive interactions. However, staff do not consistently provide high-quality interactions with children. This means that sometimes, learning is not extended and children lack the support required to deepen their understanding and knowledge.

Staff regularly review and assess children's development through observations and assessments. From this, appropriate, purposeful next steps are set, which means that children learn the skills they need for their individual age and stage of their development. Children benefit from a focus on physical development. Babies develop their leg strength, balance and coordination as they are supported to walk. Younger children develop the strength in their arms as they pull themselves up the steps before going down the slide. Older children benefit from practising hand and finger control as they push, squeeze and pinch play dough. Staff use themes, together with their knowledge of children's interests, to design an inclusive curriculum that enables children to typically access the 7 areas of learning. Where children require more targeted support, leaders identify this through observation and put individualised plans in place, which staff review regularly.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or those facing additional barriers to learning, typically achieve well. Children learn new skills and are provided with experiences that help them to build on what they already know and can do. Children benefit from a focus on mathematical language that is woven into everyday interactions. For example, staff use time in minutes to compare how much longer they have before tidying up and to count together before rolling their cars down the ramp. This supports children to begin to develop their knowledge of real-life mathematical concepts. Children develop positive bonds with their peers and staff. For example, they play happily together and show confidence in collaborative activities. They demonstrate enjoyment as they play chasing games and fully participate in social play opportunities, which builds relationships with friends. Overall, children are prepared appropriately for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive attitudes to their learning. They are settled and happy in the setting. Leaders promote regular attendance from the moment that children start at the setting. They explain to parents how attendance will be monitored. They work with families to understand individual circumstances and provide appropriate support where needed. Leaders share the importance of regular attendance and how nursery is something for their child to be actively a part of and how this positively impacts their development for school. For example, older children are prepared for school through opportunities to develop their independence, such as collecting their water bottles and finding their own seat at the table before mealtimes. Although there are routines in place, at times, staff do not clearly communicate what they would like children to do at certain times of the day. This means that children do not fully understand what is expected of them to be able to follow routines smoothly.

Children build secure, positive relationships with staff. Staff typically demonstrate a secure understanding of children's individual needs and are adaptable with regard to how they present learning opportunities. However, at times, staff do not deploy themselves effectively enough to identify where some children require adult interaction. This means that some children become unstimulated, which leads to restlessness.

Children's welfare and wellbeing: Expected standard

Children enjoy a safe, secure and welcoming environment. Leaders and staff provide well-balanced, nutritious meals for children. They work collaboratively with parents to consider children's preferences to effectively plan to ensure variety of choice and meals are health focused. Mealtimes are typically used well to converse with children as they eat. Staff talk with children about their interests, which supports children's social skills and social awareness. Leaders also plan healthy eating themes and healthy eating workshops with parents. Staff promote healthy habits as they embed hygiene practices into daily routines. For example, children wash their hands before eating and use tissues to blow their noses. Healthy habits are further promoted by staff as they provide lots of outdoor learning experiences. Children enjoy the fresh air and spend time in the outdoor learning environment. For example, children learn about the world around them as they identify and name farm animals. They develop their sensory experiences as they enjoy scooping and pouring sand from their spade into their buckets. Staff closely supervise children to ensure they remain safe during play, mealtimes and sleep. Leaders regularly review and share key policies with parents to ensure that children are kept safe throughout the setting.

Leadership and governance: Expected standard

Leadership and governance are effective, with plans to improve the provision and outcomes for children. Leaders have a clear vision of the setting's strengths and have purposeful action plans in place to ensure continual growth and improvement. Leaders promote effective parent partnerships, and this is a strength of the setting. They have worked hard to build positive relationships with parents and carers and actively involve them in the care that is provided for their children. Parents say they are extremely happy with the care that the setting provides and notice positive changes in their child's development. Parents of children with special educational needs and/or disabilities highly praise the setting's inclusive approach, particularly the emphasis placed on involving them in decisions about their child's care and learning. They appreciate the opportunities provided to work closely with staff to identify and access appropriate provision. This ensures their child's individual needs are effectively met. Leaders work collaboratively with external professionals, such as their early years advisor. This enables them to follow suitable guidance and advice to ensure they provide quality provision for all children.

Leaders use funding appropriately and plan ahead to spend it purposefully. For example, funding is used to provide resources and additional staff for one-to-one support. This ensures an inclusive environment, where all children's needs are considered. Staff benefit from working with supportive leaders. Staff enjoy working at the setting and feel well supported. Leaders provide staff with regular, equal opportunities for continual professional development.