Little Oaks Capel

Inclusion: Expected standard

Leaders work hard to get to know each child and their family before they start. This means that they can respond to children's individual needs as soon as they start. Staff make effective use of their observations and assessment so they can identify when children need more support. They have undertaken training so that they know how to make timely referrals to outside agencies, such as speech and language therapy. Staff seek guidance from other professions to use in their daily practice. For example, when children's speech is unclear, they encourage children to slow down and support them to repeat words to practise the correct pronunciation. This provides children with a consistent approach that helps them make progress against their targets. Leaders include parents and carers in discussions about how to spend additional funding. This has a positive impact on children to ensure that everyone, including those with special educational needs and/or disabilities, can access the full curriculum on offer.

Curriculum and teaching: Expected standard

Leaders plan a purposeful and exciting curriculum following a 'wanderlust' approach. This allows children to explore through the seasons using sensory play and nature. Staff consult with parents and carers about children's interests and find out what is going on in their lives. They use this information to build interests into the daily activities on offer. For example, staff read stories about tractors and children play with dinosaurs in chia seed slime. Older children explore how to mix colours while staff introduce mathematical language, such as 'quarter' and 'half', to build their vocabulary and communication skills. They encourage children's fine motor skills as they cut herbs such as chives and explain what they smell like. This helps children to engage in their play for long periods of time for their age.

However, there are some inconsistencies throughout the setting in promoting children's independence skills through daily routines. At times, staff are quick to help children do things, rather than encourage them to try for themselves. This does not consistently support children's growing independence and help them to develop a 'can-do' attitude.

Children develop age-appropriate knowledge and skills as they progress through the setting. Staff track progress and set individual targets for all children to achieve. During activities, staff support children who need help to regulate their behaviour. However, staff do not consistently know what teaching strategies or experiences that children have in other rooms. This means that, sometimes, children need to wait until they transition to other rooms before they can take part in these experiences and access the full curriculum on offer.

Achievement: Expected standard

All children make progress from their starting points in development. They are well prepared for the transition on to school. Children are inquisitive and use what they know in their learning. For example, children start to recognise and are interested in the sounds of words that are important to them. Older children can recognise their name and know what letter it starts with. Children are confident communicators. They talk with their friends as they play and enjoy singing. Children know that they can ask adults for help and that they are listened to.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. They are clear about the boundaries and explain these to children in ways that they will understand for their age. For example, children know that they must sit down when they are eating and tidy up after playing.

Staff have age-appropriate expectations for children. They plan group activities so that children learn to play in collaboration. Staff encourage children to wait their turn, share and ask for toys rather than snatching. Children respond by telling their friends that they can have a turn. They receive lots of praise and gentle reminders when needed. Staff are positive role models and build effective relationships with children. They interact and play with the children, taking time to reinforce boundaries when needed.

Leaders work with families to support children's individual needs. They share lots of information so that there is a collaborative approach. For example, they provide guidance about healthy eating and reinforce the importance of good attendance.

Children's welfare and wellbeing: Expected standard

Leaders design a comprehensive settling-in programme. This includes home visits to help staff to build relationships with children and families before they start. Staff understand how to support the youngest children to settle with confidence. For example, babies take home teddies with scent from the setting. This aroma is diffused into the baby room so that there is a familiar smell for when babies start. This helps them to feel safe and secure in their environment. Transitions between rooms are well managed, with children's wellbeing carefully considered.

Children develop secure attachments with their key person. Staff know their children well and can respond to children quickly with cuddles and reassurance when needed. They talk about how they feel to help children manage their emotions. Children thrive with the setting's routines. Staff ensure that the afternoon is a quiet time for children to relax and reflect. They create a calm environment with dimmed lights and gentle music. Children snuggle down with their comforter in cots or on floor mats and fall asleep with ease. Staff read stories to those children who are awake, while others engage in calm play. These routines promote children's health and wellbeing.

Leadership and governance: Expected standard

Leaders have worked hard to address issues raised in their previous inspection. They have taken swift action to reflect and make changes to improve the setting for children. Their procedures for administering medication are robust, and staff apply these with confidence. They have a renewed focus on improving children's communication and language development across the setting.

Staff have undertaken professional development alongside leaders, who conduct peer reviews to give support and guidance. The majority of staff use varied and rich language with children. They encourage children to slow down and repeat tricky words. This helps children to make good progress with their language development, including those with special educational needs and/or disabilities. Leaders have plans to enhance children's language development further to continue to have a positive impact for all children.

Leaders prioritise the wellbeing of staff. Staff feed back that they are happy at work and feel well supported. They have supervision sessions that are positive and productive. Staff discuss opportunities for professional development and leaders support their internal progression.

Staff share information with parents and carers about their children's learning so that they feel informed. Parents feed back that they appreciate the daily discussions about their child and value the termly parent meetings. This helps them to know how they can support their children further at home.