Little Owls

Inclusion: Strong standard

Leaders have established a highly inclusive culture where children and families receive tailored support that helps them to overcome barriers to learning and wellbeing. Staff identify children's needs quickly through observations, assessment and close partnership working with families. They seek advice from external professionals when needed and act promptly to ensure that children receive appropriate support and intervention.

Leaders and staff work very closely with parents, schools and other professionals to shape children's support and experiences. Children with special educational needs and/or disabilities receive highly individualised support that enables them to access the curriculum and participate fully in nursery life. Staff adapt resources, routines and environments successfully to meet children's differing needs. The dedicated support room provides a calm space for children who benefit from additional support with communication, emotional regulation and sensory needs.

Leaders and staff are relentless in their efforts to reduce barriers that children and families face. They use additional funding thoughtfully to provide experiences, resources and practical support that help disadvantaged children access the same opportunities as their peers. Leaders respond flexibly to children's individual circumstances and work closely with families to ensure that children can participate fully in nursery life and benefit from the opportunities available to them. As a result, children, including those with special educational needs and/or disabilities, those known to children's social care and those facing other barriers to learning and wellbeing, are included, valued and supported to achieve the best possible outcomes.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that reflects the needs of the children and families who attend the nursery. They have carefully considered the local context when designing experiences and opportunities for children. For example, children learn about healthy lifestyles, physical activity and oral health, and benefit from experiences that help broaden their understanding of the world around them. The curriculum typically supports children to develop the knowledge, skills and behaviours they need for their future learning.

Communication and language are prioritised throughout the nursery. Practitioners use stories, signing, visual prompts and conversations to support children's communication skills and introduce new vocabulary. Children develop early mathematical knowledge through songs, activities and everyday experiences. Staff use assessment appropriately to identify what children know and can do and adapt teaching to meet children's differing needs and stages of development.

Leaders have an accurate understanding of the quality of teaching and have identified the need to further embed the recently introduced curriculum. While teaching is typically effective, staff are not yet consistently confident in articulating the intended learning. As a result, the curriculum is not yet fully embedded across the setting.

While teaching is generally effective, high-quality teaching is not yet consistent across the setting, and as a result, some opportunities to extend on children's learning are missed.

Achievement: Expected standard

Children develop knowledge and skills across the areas of learning. They make progress in their communication and language development through stories, conversations, signing and visual supports. Older children confidently contribute during group activities, recognise numbers and share their ideas with others. Children develop an understanding of the world around them through experiences that encourage them to explore nature, animals and their local community.

Children, including those with special educational needs and/or disabilities and other potential barriers to learning, make progress from their individual starting points. Children gain confidence, engage increasingly in learning experiences and develop positive relationships with their peers.

Children generally develop the knowledge, skills and confidence needed for their future learning. They become increasingly independent, learn to work alongside their peers and are supported to prepare for their next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where children understand routines and expectations. Staff support children to develop positive relationships with their peers and adults through consistent boundaries, clear communication and visual prompts. Leaders work closely with families to support attendance and ensure that children benefit from regular participation in nursery life.

Children generally demonstrate positive attitudes towards learning. They engage well in activities, focus during group times and confidently contribute their ideas and suggestions. Children listen to others, take turns and share resources appropriately. They are sociable and enjoy playing and learning alongside their peers.

Staff take account of children's individual needs and stages of development when supporting their behaviour and engagement. Children who require additional support receive tailored strategies that help them to participate in routines and activities alongside their peers. As a result, children develop increasing confidence, independence and positive relationships with others.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. Staff know children and their families well and use this knowledge to provide care and support that meets children's individual needs. Leaders have effective procedures in place to promote children's safety and wellbeing. They regularly review accidents and incidents to identify patterns and make changes where needed.

Children form secure relationships with their key persons and other familiar adults. Staff respond sensitively to children's emotional needs and provide reassurance and support when required. Children are supported to recognise and manage their emotions and develop a sense of belonging within the nursery. Care routines and support are adapted where necessary to meet children's individual needs and circumstances. Practitioners work closely with families and other professionals to ensure that children's changing circumstances and individual needs are understood and supported effectively.

Children are encouraged to develop healthy lifestyles through physical activity, outdoor play and opportunities to learn about healthy eating. Staff support children to develop confidence, independence and an understanding of how to keep themselves safe. Opportunities for children to take increasing responsibility for their own self-care are not always fully promoted. Nevertheless, children feel secure, are well cared for and benefit from a nurturing environment that supports their wellbeing.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the nursery's strengths and areas for development. They regularly review practice through observations, supervision and ongoing monitoring. They use this information to identify priorities that support children's learning, development and wellbeing. Leaders have developed a curriculum that reflects the needs of the children and families who attend the nursery and recognise the importance of continuing to embed this consistently across the staff team.

Leaders make decisions that are in the best interests of children and families, particularly those who face barriers to learning and wellbeing. They use additional funding purposefully to provide resources, experiences and practical support that help children access the same opportunities as their peers. Leaders work closely with parents, schools and other professionals to support children's learning, development and wellbeing.

Staff wellbeing and professional development are prioritised. Leaders provide regular supervision, peer observations and access to a range of training opportunities. Staff are supported to develop their knowledge and skills through ongoing professional learning and guidance. This includes training to strengthen their understanding of children's additional needs, behaviour and communication. As a result, staff feel valued and supported in their roles. Leaders recognise the importance of continuing to strengthen staff confidence in implementing the curriculum consistently across the nursery.