Little Oaks Heywood

Inclusion: Strong standard

Staff undertake diligent assessment to determine children's progress and are quick to identify if a child needs support to reduce barriers to their learning. Children with special educational needs and/or disabilities (SEND) are supported by experienced and highly reflective staff members who thoughtfully consider how every child's needs can be met. Leaders ensure that children gain the support they need at the earliest opportunity. This high level of support makes a significant difference to children and the experience they have in their early years.

Staff provide a flexible curriculum, which is adjusted and is highly inclusive. Thorough support plans are developed for children and shared with staff so that every adult understands each child's needs. Staff consistently employ a wide range of strategies to help children with SEND engage, achieve and enjoy their time at the setting. Staff use Makaton signs, visual cues and points of reference to support children's understanding. Strategies to support children to understand what is happening 'now and next' are embedded in every room. This helps children to feel secure and supports their emotional wellbeing.

Leaders make timely referrals and work highly effectively with a range of other professionals, who ensure children receive the support they need. Any additional funding is targeted to directly meet children's needs and make a difference to their care, learning and development. Parents who have children with SEND are very positive about the provision and share how they can 'feel the love in this nursery' and how staff have helped their children to be ready for school. The provision for children with SEND at this setting makes a sustained difference to their experience and development.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum with a clear intent for children's learning and development. Staff typically differentiate activities and understand what they would like every child to achieve while in their care. Staff ensure all children, including those with special educational needs and/or disabilities, have opportunities to revisit previous learning. This ensures that the curriculum is sequenced to meet the needs of children as they develop and establish new skills. For example, younger children enjoy using their finger to make marks in salt while older children use a pencil and show an interest in forming the letters of their name. The curriculum enables children to build their confidence over time.

There is a strong focus on personal, social and emotional development. Staff work hard to nurture children's natural curiosities and support them to be active learners. They typically incorporate children's interests into activities to help children's focus and engagement. For example, children grow cress, learn about sustainability and visit the local supermarket to buy fruit as part of an interest in healthy eating. Babies enjoy sensory experiences where they learn about textures, and toddlers enjoy interacting with others as they explore role play and make a 'cup of tea'. Mathematics is woven through the curriculum. Children explore capacity in the water tray, build with blocks as they learn about shape and measure and recite numbers as they watch each other jumping in the garden.

Overall, teaching is generally tailored to meet the needs of children. Communication and language are promoted throughout the setting and children are confident communicators. Children enjoy interactions with others, story time and song and rhyme sessions. However, at times, staff abbreviate words and do not leave children with enough time to think about questions. This means children do not always have the time to formulate a response to questions as they establish their communication skills.

Achievement: Expected standard

Most children make typical progress in their learning and development. Children with special educational needs and/or disabilities progress particularly well in their learning and development. Children are active learners and explore their surroundings with enthusiasm and interest. Babies hold up their arms to communicate their needs, toddlers begin to develop early speech and older children are able to recall past events with confidence. Children develop their physical skills as they run, hop and balance. They develop their self-help skills as they get dressed and use the bathroom independently. Children access a range of experiences that help their learning and development.

Children access learning opportunities that support their needs and help them to achieve. For example, younger children develop their hand-eye coordination as they balance on stepping stones, while older children develop their coordination through balancing a plastic egg on a spoon and walking. Children generally achieve well in this setting and are developing the appropriate skills and knowledge for the next stage in their learning, including the move to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff are generally good role models and promote positive behaviour throughout the setting. They encourage children to share resources, consider the needs of others and celebrate each other's achievements. For example, in the garden, children enjoy having a mini sports day. Children are visibly excited as they cheer each other on and encourage one another. Children in the toddler room help to tidy away resources, and older children take part in sessions that develop their listening and attention skills in preparation for starting school.

Children have built positive attachments with peers and staff. For example, children independently enjoy involving adults in their play as they explore the water tray or use construction blocks. Younger children giggle as they roll a ball on the floor backwards and forwards with their key person, learning that throwing is for outside and rolling is for indoors. Children enjoy acting out different scenarios in role play and are supported to play cooperatively and consider the needs of others.

Children take part in daily routines. For example, they sit in a circle every morning and enjoy a 'welcome session' where they talk about the days of the week and recap on prior learning. However, during transition times, some children are asked to go and wash their hands, which distracts children from the learning experience on the carpet. This means that the positive impact of the activity is decreased, and children do not get as much from the experience as staff intended.

Staff promote and monitor attendance well. If children do not arrive as expected, staff telephone parents to help promote punctuality in preparation for school. They are aware that routines and attendance help children to develop and get the most out of attending the setting.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and put this at the heart of their practice. Staff understand children's unique needs extremely well. They appreciate children's natural interests and characters and prioritise their wellbeing. Children, particularly disadvantaged children and those with special educational needs and/or disabilities, develop highly secure attachments through extremely positive relationships with their key person. Staff are highly responsive to the varying and changing needs of children. They seek the ideas of all children, which helps them to feel understood and develop a deep sense of security.

Children learn about wellbeing in inclusive and creative ways. For example, if children are feeling a little overwhelmed, staff help them to calm their breathing by asking children to pretend to 'smell the flowers and blow out a birthday candle'. This helps children to regulate their breathing and supports children to feel calm. Children develop important self-care skills. They understand they must drink lots of water for hydration when it is hot and access water from the water station. Children also use a 'nose blowing' station and wash their hands after using the bathroom, which supports their developing independence.

Staff encourage healthy lifestyles. Children access the outdoors every day and have an abundance of opportunities to develop their physical skills. For example, children skilfully develop their hand-eye coordination as they use resources in the water tray to mix and pour, and they build their confidence through balancing on stepping stones. Staff offer a range of healthy snacks and meals and talk with children about food that is beneficial to their bodies. Carefully reviewed menus provide children with highly nutritious food, which supports their growth and development. Staff promote the importance of oral health through the setting. All children are regularly given toothbrushes to take home, and information is shared with parents about the importance of daily toothbrushing for children's teeth. Children are well supported to be able to make their own healthy choices and decisions.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They actively welcome the views of others in determining their priorities for improvement and are very open to ideas to ensure the setting is flexible to meet the needs of children. Leaders are ambitious for all children, particularly disadvantaged children and those with special educational needs and/or disabilities (SEND).

Leaders consistently consider staff wellbeing and workload. Staff are supported well from when they initially start at the setting. There is a clear induction process in place, alongside supervisions and staff meetings. Leaders give staff feedback on their practice, which helps them to develop new skills and their individual knowledge. Staff attend regular training events and share key aspects with their colleagues so that all staff are aware of new ideas and requirements. This in turn benefits children. Staff share that they feel part of a close-knit team and are very supported by leaders.

Leaders are proactive in their partnership working. They have built positive relationships with parents and support them through transitions, helping children, particularly those with SEND, to prepare for the next stage in their education. They have established partnerships with other professionals, which has a positive impact on children. For example, they work with local authority advisors, invite teachers into the setting as children transition to school and work with professionals from health and social care to support children's needs. These partnerships help children settle quickly, access the support they need and be prepared for when they make the move to school.