Little Oaks Day Nursery Bushbury

Inclusion: Expected standard

Leaders and staff create an inclusive environment where all children receive the support they need to achieve and make progress. Staff use adaptive resources effectively to help children communicate, understand routines and access learning opportunities confidently. Staff identify children's needs quickly and follow clear procedures to assess, monitor and review progress for all children, including those with special educational needs and/or disabilities (SEND), those known to social care or those who face barriers to learning.

Leaders work proactively with external professionals, making referrals promptly and implementing advice carefully to ensure children receive timely and effective support. They plan the use of additional funding thoughtfully to meet individual needs and improve outcomes for children. All staff understand the procedures for raising concerns and know who to contact within the setting and beyond when they identify emerging needs. Leaders provide ongoing advice, guidance and coaching to strengthen staff knowledge and confidence in all aspects of SEND practice.

Staff know their key children extremely well, including their targets, next steps, and any adaptations required to support learning and development. Furniture and resources match children's ages and stages of development appropriately. Leaders are strengthening systems to support newer staff in identifying and monitoring needs effectively.

Curriculum and teaching: Expected standard

Leaders and staff implement a clear curriculum that follows children's interests and supports progress across all areas of learning. Progression is evident across the rooms, particularly in children's confidence, communication, and speech and language development. Children move through the setting with increasing independence and confidence.

Staff provide mostly high-quality interactions as they follow children's lead and join in play sensitively. They model language effectively, introduce new vocabulary, and extend conversations through meaningful comments and questions. Staff quickly identify children who face barriers to their learning. They use additional assessments and incorporate targets from other professionals into daily practice.

Songs, rhymes and stories are embedded throughout the day and routines. Children listen attentively, respond enthusiastically and join in with familiar words and phrases. Staff also provide opportunities for early writing indoors and outdoors. Children access resources confidently and seek support from adults when needed.

The outdoor environment supports physical development well. Children climb, run, dig, grow plants, use the mud kitchen and search for minibeasts. When one child found a slug, others gathered excitedly to observe it and discuss its movements and trail. Staff extended the discussion skilfully, encouraging curiosity and language development as children searched for more creatures outdoors.

Staff respond well to children's individual needs. However, current mathematical provision remains less developed. Staff mainly focus on counting, colours and shapes, with fewer opportunities for children to explore other mathematical concepts. Leaders have recently introduced a new approach to mathematics and plan to monitor its impact carefully.

Achievement: Expected standard

Children are happy, confident and positive learners who enjoy sharing their play and achievements with adults. They build positive relationships with staff and benefit from an environment where they feel secure, valued and eager to learn. Children's progression is evident across the rooms, with activities and experiences carefully matched to children's different ages and stages of development. As children move through the setting, they develop increasing confidence, independence and communication skills.

Children's progress is monitored effectively, and individual next steps are implemented. This ensures that children are typically prepared for the next stage of their development. Achievement in mathematics is currently less developed due to the approach that has previously been in place.

Children benefit from carefully planned transitions between rooms and are well supported to become familiar with new environments, routines and staff before moving. As a result, children settle quickly and confidently into their new rooms.

Effective partnerships with local schools support children's transition to school. Pre-school children talk enthusiastically and confidently about moving on to their next setting, demonstrating that they feel well prepared for this important step.

Behaviour, attitudes and establishing routines: Strong standard

Staff act as positive role models and create a calm, consistent environment where behaviour is positive. They use clear and consistent strategies to support children's understanding of expectations and help them manage their behaviour appropriately. Staff respond calmly and sensitively, reinforcing boundaries in a way that supports children's emotional security and self-regulation.

Staff know children well and use their secure knowledge of individual needs to guide their practice effectively. The key-person system works well and supports positive, secure attachments. Children confidently seek reassurance from familiar adults and interact positively with them throughout the day, showing trust and emotional security in the setting.

Children with special educational needs and/or disabilities or those who face barriers to learning receive effective support. Staff adapt their approach to meet individual needs and ensure all children can access routines, activities and interactions successfully. Babies receive nurturing support to help them manage and overcome early emotions, with staff responding quickly and sensitively to their cues.

Leaders have recently introduced a new programme to support emotional development and regulation. Staff speak highly of this approach and report a positive impact on children's ability to understand and manage their feelings. Praise is used effectively to reinforce positive behaviour and encourage children's confidence.

Clear routines support children's understanding of expectations and help them feel secure. The setting also maintains clear attendance policies and procedures, which are shared with parents to promote consistency. Staff join in play sensitively, further supporting positive behaviour and engagement.

Children's welfare and wellbeing: Strong standard

Staff create an inclusive setting that actively promotes the wellbeing of children and their families. They know children and families well and use this knowledge to provide consistent, responsive support that meets individual needs. Parents speak positively about the care and guidance they receive, particularly during times of difficulty, and value the support offered to help them through challenges. The setting also signposts and provides access to mental health support for families, strengthening overall wellbeing.

Staff maintain consistent hygiene practices that meet the needs of children across different ages and stages of development. They work closely with parents to ensure continuity between home and the setting, particularly in routines such as feeding, toileting and sleeping. This shared approach helps children feel secure and supported.

The setting promotes healthy lifestyles through balanced meals prepared on site. Staff encourage children to make healthy food choices and help them talk about the importance of nutritious eating. Mealtimes provide valuable opportunities to support progression in independence, manners and social skills as children sit together, serve themselves where appropriate and engage in conversation.

Staff support children's physical and emotional wellbeing through a range of resources and approaches. Positive attachments, supported by an effective key-person system, help children feel safe, secure and confident. Staff follow safer sleep procedures consistently to protect children's wellbeing.

Leadership and governance: Strong standard

Leaders demonstrate a clear understanding of the strengths within the setting and identify areas for further development. They reflect on practice regularly to ensure continuous improvement and maintain high standards across the nursery. Leaders keep themselves updated with current guidance and ensure that all staff receive relevant updates and information promptly. They provide effective coaching and support, helping staff to develop confidence, knowledge and professional skills. Leaders are aware of where less-experienced and new staff require further coaching and targeted support to develop their knowledge, skills and understanding of practice.

Staff benefit from opportunities to work alongside colleagues from other nurseries, which encourages the sharing of ideas and effective practice. Leaders from all settings meet regularly to share experiences, discuss developments and strengthen practice across the provision, with information then communicated effectively to all staff teams. Staff can access training and career progression opportunities, including higher qualifications. Supervision processes are effective and help staff reflect on their practice and identify next steps in their development.

Leaders prioritise staff wellbeing by providing mental health and workload support, which staff spoke positively about during discussions. Staff also value the supportive culture, where colleagues recognise and praise one another's contributions. Parents speak positively about the setting and report that they feel well informed, supported and actively involved in their children's learning. They value the regular updates they receive from staff, which keep them informed about their children's progress and development. Parents also appreciate the home learning opportunities provided, which help them extend and reinforce their children's learning experiences at home.