Little Oaks Nursery

Inclusion: Expected standard

The manager ensures that the nursery is inclusive and that all children make progress in their learning. Staff regularly monitor each child's development, enabling them to identify any emerging delays at an early stage. The manager works with staff to make effective use of assessments to plan timely interventions that help children to close gaps in their learning.

Staff working with children with special educational needs and/or disabilities are well trained and knowledgeable in the role and follow a graduated approach. They identify the needs of children well and engage with parents and professionals to shape the support the nursery offers to children. Leaders and staff regularly review the support in place and typically make adjustments to ensure progression is being made. Leaders have established a positive working relationship with local authority advisers. Leaders and staff use additional funding effectively to support the progress of children. Specific resources are purchased to help support any gaps in children's development.

Children are well prepared for the next stages in their learning, and transitions to school are a strength of the nursery. Staff work closely with the leaders and teachers at the school on site. They regularly join the school for events and have introduced a specific day for physical education at nursery to prepare children before they move to school.

Curriculum and teaching: Expected standard

Leaders and staff have created a thoughtfully designed educational environment. The nursery's homely atmosphere nurtures children's personal, social and emotional development and complements the inclusive curriculum. Repetition within the curriculum enables children to consolidate their learning. For example, staff introduce core books, and children can experience the story in different ways over time. This leaves them with a deeper understanding and promotes a love of books. During an activity, children retell a story as they post fruits into a pretend caterpillar's mouth. Staff explicitly count objects and introduce mathematical language about size to support children's mathematical skills.

Children benefit from supportive staff who have a clear understanding of the children's age and stage of development. Staff recognise the importance of children developing their physical skills. They plan activities for babies to spend time on their tummy and offer resources of interest to encourage babies to reach and roll over. Staff provide low equipment to encourage babies to pull themselves to standing. This helps to develop their muscles for walking. Young children have space to move around freely.

Staff plan activities that follow children's interests and generally ignite curiosity to encourage thinking skills. They support children's communication and language skills effectively, with the youngest babies engaging in eye contact, looking at facial expression and responding with babble. Older children are supported through meaningful, extended conversations that prompt them to think and respond to questions. However, there are times when some children become less engaged, and not all staff respond quickly to redirect them into play to support their learning further. This has an impact on children's positive attitudes to learning.

Achievement: Expected standard

Children thrive in the thoughtfully organised environment and make steady progress from their starting points. Babies babble and smile. Older children are confident communicators, describing going outside in the morning and how the leaves were 'sludgy' from the rain. Children confidently recall their learning from core books as they use words such as 'cocoon' when talking about a caterpillar turning into a butterfly.

Younger children are starting to follow simple instructions successfully as they put their tissue in the bin after wiping their nose. Older children engage in small-group times that strengthen their listening and attention skills, patience and kindness. Children develop their independence as they transition across the rooms. Pre-school children can confidently use a knife and fork and successfully pour themselves a drink of water from a jug. Over time, children develop the skills and knowledge they need to prepare them for their eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff build positive and supportive relationships with children, creating a calm and welcoming environment. They set clear expectations for behaviour, which is reflected in children listening, cooperating and following simple instructions. For example, as older children walk past the baby room, they remind their friends to be quiet, showing an awareness of respect and sense of responsibility. Children learn the necessary skills for dressing themselves for outdoor play. This helps children build independence in their self-care routines. Children are confident to ask for help when they need it.

Children enjoy playing together. For example, during role-play activities, children take it in turns to pretend to cook food. They further develop their imagination as they take on different roles as they play. Staff in the pre-school room set high expectations for children to work as a team. For example, all children take part in tidying up when they hear the tidy-up song. Children show determination to finish before the song. However, children's understanding of staff's expectations and enthusiasm for joining in, is not yet consistently embedded across the nursery. Consequently, on occasions, some children lose focus and are not consistently supported to develop highly positive attitudes towards their learning.

Leaders promote the importance of attendance and track absences to ensure children benefit from their early education and are safe.

Children's welfare and wellbeing: Expected standard

Typically, children thrive in the warm, nurturing environment where supportive attachments and positive relationships underpin all practice. Staff in the baby room work closely with parents to follow children's home routines. Babies receive the individual support they need. For example, key persons help children feel safe and comfortable during nappy changes and when being settled to sleep. This helps babies to settle in quickly and happily explore the learning environment. However, on occasion, staff do not quickly identify when some children are less engaged and settled.

Older children make choices. Staff present children with opportunities to vote. Staff help children to cast their vote and then decide on which route to proceed. As a result, children learn to manage their emotions and respectfully accept the winning vote, even if it is not their choice.

Staff implement effective hygiene practices. Children learn to wash their hands before eating. Staff provide a range of healthy foods, and children begin to understand what foods are good for them. Staff communicate with the other staff members who work in the kitchen to ensure the food provided is safe for children's own stage of weaning. All children enjoy daily activities outside, exploring the natural environment.

Leadership and governance: Expected standard

The dedicated manager is passionate and aims to deliver an ambitious curriculum for all children at the nursery. She has plans in place to further develop children's experiences in the outdoor learning environment. For example, staff are working towards their forest school qualification to support children's confidence, resilience and understanding of the world around them.

Staff state they feel valued and supported through regular discussions and supervision sessions to help improve their teaching practice. They take part in training that reflects the age group they are working with. However, the manager recognises there could be more coaching and monitoring of staff's practice to ensure their teaching skills support children's learning at every opportunity so they are able to make the best possible progress and develop consistently positive attitudes to learning.

The manager and staff develop positive relations with parents. They regularly share information about children's learning, keeping parents well informed on their child's progress. Parents comment on their positive experiences of how quickly their children have settled into nursery. They comment that staff are patient, caring and offer comfort to all the family, showing a genuine interest. This helps children and families feel relaxed and settled.