Little Oaks Day Nursery

Inclusion: Strong standard

Leaders and staff identify children's needs very early on at the nursery. This allows staff to put measures in place to support their progress from the earliest opportunity. Systems for identification, assessment and support are clearly embedded and reflect a graduated approach to meeting children's needs. Those responsible for completing referrals to other agencies are knowledgeable, well trained and highly experienced. They have a secure understanding of their local special educational needs processes, which means that children receive coordinated support. Leaders and staff are highly reflective and proactive. They access current guidance, further training and specialist support to strengthen the provision. In circumstances where staff face barriers to accessing external agencies, they act quickly to communicate and consistently implement effective strategies across the nursery, so that children still receive targeted support. Adaptations to practice are thoughtful and child centred, enabling children with additional needs to participate fully in nursery experiences.

Close relationships formed with parents and carers help to enhance the support children receive. Specialised plans and strategies are shared with parents to ensure consistency of care for children. The arrangements in place for children who face barriers to their learning are highly impactful, ensuring that children make the progress they need to be ready for school.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that spans all areas of learning. This includes learning about the local community. Staff have a suitable understanding of the curriculum. It is generally implemented well across the nursery. Staff plan activities around children's interests. For example, when children talk about wanting to go on holiday to space, staff provide activities that centre around this topic. They set up science experiments and help children to create their own rocket ship. Children willingly engage in the activities on offer and are keen to participate in learning.

Staff interactions are generally effective in supporting children's learning. They speak to children about what they are doing and ask well-timed questions to develop their thinking even further. There are times, however, when staff do not take advantage of opportunities to extend children's knowledge to the next level. This is of particular relevance for pre-school children who are getting ready to move on to school. When children show a particular interest in an activity, staff do not always follow this interest in the moment to build on children's existing knowledge. There are plenty of opportunities, however, for children to practise their current skills and consolidate their learning. Learning activities are adapted so that all children are included. Children with special educational needs and/or disabilities have individual resources that they can access, close to where larger group activities take place. This helps them to eventually join in with their peers.

Achievement: Expected standard

Overall, children make typical progress in their development. They have the knowledge and skills they need to prepare them for their move to school. Children with special educational needs and/or disabilities make even better progress. The support systems in place for them ensure that they learn to follow routines, communicate their needs and develop relationships with their peers.

Children leave nursery with the independence they need to manage their personal care needs. They learn to serve their own meals and drinks and use the toilet independently. They learn how to take turns and manage their emotions. Children develop patience and kindness. For example, they consider others during their play and wait their turn when other children are using resources. These skills support them to make friendships and express their individual needs.

Behaviour, attitudes and establishing routines: Expected standard

Children develop secure attachments to staff that help them to feel safe and settled. Staff are kind and caring. This is displayed in their interactions with children. As a result, children learn to show kindness and empathy towards adults and one another.

Staff have high expectations for children's behaviour. They role model behaviour expectations effectively. Children use manners without prompting and are polite. They learn to make friendships and work together to solve problems. They happily invite one another into their play and willingly share resources. Staff regularly praise children, which boosts their confidence and self-esteem. Children learn to follow well-established routines. However, there are some inconsistencies in the effectiveness of some routines across the nursery. For example, some children sit for prolonged periods at mealtimes waiting for their food. 'Quiet time' arrangements do not always meet the needs of all children, particularly those who have recently transitioned to new rooms. Furthermore, staff deployment is not always effective at certain times when staff are busy completing other tasks. However, leaders act quickly to address inconsistencies, which minimises the impact on children's ability to stay focused and feel secure in the daily routine.

Children develop positive attitudes to their learning. They are all engaged in activities and keen to be involved in the learning opportunities on offer. They show curiosity about the world around them. For example, as they look through books about the sea, they are keen to find out the names of sea creatures and learn about their features. Children with special educational needs and/or disabilities learn to be part of a group and join in with peers, learning the social skills that will help prepare them for school. Leaders work closely with parents and carers to promote attendance and act swiftly to address any significant periods of absence.

Children's welfare and wellbeing: Expected standard

All children are happy and settled. They develop confidence during their time at the nursery. Staff provide a stimulating learning environment that enables children to make choices and freely explore the opportunities on offer. Children with special educational needs and/or disabilities are given extra time during periods of transition, with audio and visual prompts in place to support them. Leaders prioritise children's welfare and wellbeing. They develop close relationships with families to ensure that they understand children's specific needs, such as individual routines in place at home and feeding preferences. Leaders ensure that nursery policies and procedures are understood and implemented well by staff.

The well-established key-person system ensures children develop secure attachments with staff from the moment they start at the nursery. Close bonds are formed between staff and families so that children develop a sense of belonging. Children learn to keep themselves healthy. They are provided with healthy and nutritious meals. Effective healthy eating policies ensure that any food brought from home meets nutritional guidance. Children have access to a large outdoor area, which boasts an area specifically for exploring nature and growing fruit. Having regular access to the outdoors supports children's wellbeing and emotional health.

Leadership and governance: Strong standard

Leaders are extremely dedicated and passionate about their roles. They ensure policies and procedures are effective and implemented robustly. They invest a significant amount of time and effort into building their staff team. They are committed to developing professional knowledge and expertise across the nursery. As a result, staff progress into more senior roles and take on extra responsibility. The arrangements for coaching and mentoring staff are highly effective. The impact of any training is monitored closely to ensure learning opportunities for children continuously improve. Staff designated to specific roles carry them out with dedication, often ensuring training is regularly sourced, and they provide emotional support for those who need it.

Staff feel wholly supported in their professional and personal lives. They voice that their wellbeing is prioritised. Staff comment on how proud they are of their professional achievements, and they have grown in confidence. They are keen to engage in further training. Senior staff involve other practitioners to identify what improvements can be made to help children progress even further. As a result, staff morale across the nursery is high.

The culture within the nursery is inclusive, supportive and reflective. Children benefit from staff who are skilled and passionate about the care they provide. Partnerships with parents are a real strength. Parents and carers comment that they are consistently impressed with the level of care and communication they receive as a whole family unit. They are complimentary about the adaptations that are made to meet the needs of children with special educational needs and/or disabilities. Leaders continuously strive to provide the very best outcomes for children.