Little Owls Nursery Alvaston

Inclusion: Expected standard

All children are made to feel welcome at the setting. Leaders and staff take time to get to know each child and their family. All children receive a planned home visit to observe them in their own surroundings. As a result, staff identify any gaps in children's learning or children with special educational needs and/or disabilities (SEND) early on.

Leaders and staff ensure ongoing assessment of children's development to provide tailored support for those with SEND and those who may face barriers to learning. They regularly observe children's progress to ensure that they make steady progress from their starting points.

Leaders use funding effectively to support children. Targeted funding is used to support small-group interventions for children with SEND and to help them gain access to wider experiences that they may otherwise not have.

Overall, staff make thoughtful adaptations so that children can access activities alongside their friends, such as providing additional adult support and modelling play. However, there are occasions when children struggle to use the resources available, which goes unnoticed by staff. This means that, at times, not all children can successfully engage with what is on offer.

Curriculum and teaching: Expected standard

Leaders work with staff to identify the most important areas of learning for the children in their care. They have developed a curriculum that builds on children's existing knowledge and skills. Staff determine appropriate next steps and embed these within children's play. This includes children with special educational needs and/or disabilities.

Staff understand what children will gain from taking part in the activities on offer. However, staff are not always vigilant at identifying when to adapt activities to support new learning. For example, younger children show interest in using the balance beam, which they repeatedly fall from. Staff do not immediately recognise that support is required, or that the balance beam is too difficult for some children. This means children sometimes lack the support needed from staff to engage in meaningful learning and play.

Mealtimes are social occasions. Children sit with staff and their friends and confidently talk about their favourite films and foods they enjoy. Children readily try new foods and staff support them to position their hands correctly, enabling them to use cutlery effectively. Staff adapt their vocabulary to support early mathematics. Children are helped to identify colours, shapes and sizes when taking part in creative activities. In addition, staff introduce children to other mathematical concepts, such as speed. For example, when children tip and pour rice, they are encouraged to consider if it is going fast or slow.

Achievement: Expected standard

Children are developing their language and communication skills well. They engage with small-group activities that are specifically focused on supporting their speech and language skills. Children listen carefully, following instructions and suggesting ideas. For example, they pull out items from a bag and take turns to suggest where in the setting they would usually be found. Children are given time and support to consider their responses. This secures levels of engagement in activities that help children to become ready for school.

Children with special educational needs and/or disabilities and those who face barriers to their learning have access to a variety of activities, both indoors and outdoors, to help them make progress from their starting points. That said, there are occasions when children are unable to fully participate with their chosen activity. This is due to resources not always being suitable for the age and stage of the children. At these times, some children are not learning as much as they could.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have established and embedded a positive environment with clear, commonly understood expectations for behaviour. Staff are consistent role models, respectfully supporting children to regulate their emotions. For example, when children want the same resource during water play, staff offer consistent reassurance as they calmly speak to children about sharing. This approach sees minor upsets dealt with swiftly and effectively, enabling children to return quickly to their play.

Children fully engage in small-group activities. They are supported to take turns, listen carefully to instructions and focus on the task at hand. Despite distractions within the environment, children consistently concentrate to complete the task. Staff praise children for their hard work, which sees them smile with pride.

Leaders routinely monitor attendance, ensuring that any lapses are checked to keep children safe. Staff work closely with parents and carers to help them understand the importance of regular attendance and how it may affect their child's development.

Positive relationships between staff and children are evident. Staff speak with genuine kindness and respect to children and, in turn, children do the same with their friends. Children enjoy playing with others. For example, children create a game where they hide lollipop sticks in the sand and ask staff to find them. Children giggle with anticipation as staff search in the sand. When other children show interest, they readily allow them to join the activity.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to children's needs and prioritise children building secure attachments with their key person. This helps children who are new to starting at the setting to quickly settle and feel safe and secure. Even the youngest children demonstrate confidence and independence in their surroundings.

Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals, and robust systems are in place to ensure children's dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep. In addition, all children get daily access to outdoor play. They use their arm muscles as they dig in the sand, mix water and soil to make mud, and use their leg muscles to push themselves along on scooters.

Leaders and staff consistently encourage children's early independence skills, which are embedded in daily routines. Children are actively involved in preparing their own snack. They make food choices, use knives to spread butter on toast and carefully pour their own milk. When staff notice that some younger children are unsure, they help children hold their beaker to steady it and tip the jug. Children smile at their achievements.

Leadership and governance: Expected standard

Leaders ensure all staff receive regular supervision and have dedicated time to access training opportunities to enhance the provision further. They fully consider staff's wellbeing and workload, ensuring that support is available when needed and expectations are realistic. This helps maintain a safe and positive environment for everyone.

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They have an accurate view of the setting's strengths and areas for development. They monitor practice through regular observations and discussions with staff. Leaders recognise where staff practice can be further enhanced.

Leaders and staff develop positive relationships with parents. They share story and song ideas with parents, plus relevant activities that parents and children can access within the community. Parents say their children have grown in confidence since they started attending the setting and they have developed their speech and language skills. They state that staff help them to feel part of a community.

Leaders work well with external professionals so children, including those with special educational needs and/or disabilities, receive appropriate and targeted support.