Little Ones - Budlake

Inclusion: Strong standard

Leaders and staff consistently improve opportunities and experiences for children with special educational needs and/or disabilities (SEND), and those facing other barriers to learning. They use rigorous monitoring to identify barriers to learning and wellbeing swiftly, and act immediately to address them. Staff draw on their secure knowledge of each child to plan precise, individualised support that enables children to make progress alongside their peers. Leaders maintain secure partnerships with parents, carers and external professionals, ensuring interventions are timely, targeted and rooted in a shared understanding of children's needs. They use any funding they secure to provide purposeful resources and enriching experiences that help children with SEND and those that face other barriers to their learning to thrive.

Leaders and staff create an accessible, adaptable environment that nurtures every child's sense of belonging. They adjust approaches skilfully so that children experience sustained, positive impact in their learning and daily experiences. For example, staff seamlessly adapt letters and sounds activities, knowing precisely what individual children need to take part and succeed. Staff respond confidently to children's needs, using visual prompts, signs and gestures to deepen children's understanding and support their participation.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum's quality and have improved planning and assessment systems since the last inspection. These changes, although not yet fully embedded, have a positive impact on children's learning. Leaders will continue to coach and mentor newer members of staff to embed the curriculum further.

The curriculum is well sequenced and leaders ensure that it is typically taught well. Leaders and staff assess children's progress regularly and analyse this information to identify any gaps in the curriculum. These areas are then incorporated into future planning, ensuring that children learn across all seven areas of the early years foundation stage.

Children's communication and language development is prioritised by leaders. Staff skilfully adapt their language to meet the needs of different ages and stages. This helps children make progress in understanding and using vocabulary. Leaders and staff also foster children's love of books. Children of all ages, including babies, look forward to the 'story of the week', which is told to different groups using age-appropriate resources that support understanding, enjoyment and engagement.

Mathematics is threaded through the curriculum and staff take opportunities to extend and embed children's mathematical thinking in playful and engaging ways. For example, at lunchtime staff ask children, 'Who will be next if we go round the circle?' This helps children learn about shape in real-life contexts and gives them opportunities to explore and understand positional language.

Leaders and staff successfully adapt the curriculum for children who face barriers to learning, including those with special educational needs and/or disabilities, and those facing socioeconomic disadvantage. This ensures that all children play and learn alongside their peers.

Achievement: Expected standard

Children make steady progress from their starting points, including those with special educational needs and/or disabilities. Children gain important skills in areas such as their personal, social and emotional development and their communication and language. They learn to take turns and develop early negotiation skills that are vital for collaborative learning. Children build confidence in their play and use appropriate vocabulary that allows them to socially interact with each other and make friends.

Children enjoy books and show interest in stories that are read to them. They use these familiar stories in their play, supported by well-planned resources. For example, children play collaboratively and make up stories with farmyard-themed resources, using language from the story 'A Squash and a Squeeze'. However, at times, children's learning does not consistently develop deeply or broadly. Recent curriculum improvements introduced by leaders have not had time to embed into all staff's practice, which means the full impact of these initiatives is not yet evident.

Children build on their physical development in a variety of ways. They develop gross motor skills outdoors, balancing, running and climbing. Younger children refine their fine motor skills while manipulating dough, and older children learn to use scissors safely. Children's confidence and willingness to try new tasks is boosted by the praise and encouragement they receive at appropriate times. This means children are suitably prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

The nursery creates a welcoming environment where warm, respectful relationships help children feel settled. Routines across the nursery support children's learning effectively and they transition well between the different activities. This ensures that children, including those with special educational needs and/or disabilities (SEND), and those who face other barriers to their learning, consistently experience a calm and predictable day. This strengthens children's engagement and enjoyment.

Children typically behave well and thrive as a result of the positive relationships they enjoy. Generally, staff have realistic, age-appropriate expectations of children's behaviour, which they model sensitively. Any unwanted behaviours are addressed in a warm and responsive way. This is particularly evident for children with SEND, and those that face other barriers to their learning. However, at times, some staff are less confident to address minor issues with behaviour. For example, re-engaging children if they become distracted during learning. Leaders will provide ongoing support and coaching in this area to develop consistency.

Leaders and staff work with parents and carers to promote regular, punctual attendance. They take the time to understand each family's circumstances and put plans in place to address any barriers to attendance. This approach helps children to benefit fully from the curriculum and daily routines. Leaders recognise the dedication and care that staff show and value the commitment they bring to their work with children.

Children's welfare and wellbeing: Strong standard

Relationships across the nursery are warm and respectful. Leaders pride themselves on creating a home-from-home environment that nurtures and celebrates individuality and prioritises emotional and physical wellbeing. Leaders have designed highly flexible and robust settling-in procedures for babies, tailored to their individual needs. Settling-in sessions are carefully planned, meaning that trusting relationships between staff, children and families develop swiftly.

Staff, including those that are relatively new to the nursery, strengthen relationships further through highly effective key-person systems. This is because leaders place a high priority on staff knowing children and their families very well, so that they can respond quickly to their changing needs. This ensures every child's emotional wellbeing remains a consistent focus and that care and learning are tailored to each individual.

Staff place a clear and cheerful focus on helping children become independent from an early age. They work closely with parents and carers, celebrating each small step children take as they learn new skills. Staff praise children for following hygiene routines. For example, when children blow their nose independently, put the tissue in the bin and then wash their own hands. Children beam with pride when their independence is recognised.

Daily mealtimes are celebrated social occasions in this nursery. The children sit around tables covered in a tablecloth, in family groups, and the staff join them. There is a buzz of conversation as they all enjoy the home-cooked, nutritionally balanced meals. This has an overwhelmingly positive impact on all children, helping to create a sense of belonging, building healthy habits for the future and promoting friendships.

Leadership and governance: Expected standard

Leaders demonstrate a professional, reflective approach. They are aware that a number of staff, including some in leadership positions, are relatively new to the setting. Leaders have rightly made it a priority that staff get to know children and families, in order to build positive relationships and ensure wellbeing. Leaders now turn their attention towards embedding consistency in the curriculum, and increasing staff confidence in order to always facilitate children's best behaviour.

Leaders know staff, families and children well and understand the nursery's context and role in the local community. They work closely with the local authority and other providers to enhance staff's skills and expertise, so that children typically receive high-quality experiences at the nursery.

Leaders maintain a clear overview of both the curriculum and wider provision. They involve staff in shaping the curriculum so that it reflects the needs of all children. Leaders understand the nursery's strengths and generally focus on improving the areas most relevant to the children in their care. They recognise the barriers that children may face and prioritise these needs in their decision-making.

Communication with parents and carers is effective. Leaders have implemented systems to share information clearly, so that children's learning and development are prioritised and celebrated in the nursery and at home. This approach helps parents feel confident about their children's progress and strengthens children's sense of belonging.

Staff feel supported and respected, and leaders ensure that they understand their roles and responsibilities. Leaders identify training needs through regular supervision sessions and staff feel confident to seek help when needed. This open culture creates a motivated team that works together well. Staff say they are happy in their roles and that leaders support their wellbeing.