Little Owls Nursery Seacroft

Inclusion: Strong standard

Leaders quickly identify children's needs, including disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who are known (or previously known) to children's social care, and make a significant difference to their experiences. All staff are aware of children's individual needs. Leaders meet regularly with staff to ensure that any needs or gaps in children's learning are identified at the earliest opportunity. They make sure any barriers to learning are addressed effectively. Robust support plans ensure that children consistently receive the high-quality care they need.

Staff make effective adjustments so that all children can take part in learning opportunities. Leaders ensure that the environment supports every child's needs very well. For example, staff consistently use visual cues and Makaton signs for all children to help them understand routines and what will happen next. This particularly supports children with SEND and helps transitions throughout the day run smoothly.

Leaders work closely with other professionals and agencies to make sure children receive the right support. They often take the lead to ensure that children receive the specific support they need. Staff receive training to help them meet children's individual needs. Leaders have a secure understanding of children's development and progress. They use additional funding carefully to provide children with a wide range of experiences, enhanced support and resources that match children's interests and needs.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that is inclusive and high quality. All staff have high expectations of what children can achieve and use opportunities throughout the day to support children's learning and development. Leaders are clear about what children need to learn for their next stage in their development. They ensure that all children, including disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care, access all learning opportunities.

Leaders place a strong focus on children's personal, social and emotional development. Children feel safe and secure within the care of attentive and nurturing staff. Leaders prioritise children's language and communication development. Staff consistently use simple Makaton signs and visual prompts to help children understand routines and support communication. Children enjoy sharing stories, songs and rhymes with staff. Children's physical development is promoted extremely well. Leaders provide many opportunities for children to develop their physical skills. For example, movement areas are available in all rooms to support children's large-muscle development. When children show an interest in climbing, leaders provide suitable equipment, indoors and outdoors, so children can develop their skills safely.

Teaching is generally tailored to children's individual needs. Staff consider children's starting points, interests and stage of development when planning next steps in learning. However, staff do not yet consistently make the most of every interaction to extend and deepen children's learning further. As a result, opportunities for children to excel in their learning are sometimes missed.

Achievement: Expected standard

All children make the expected progress of which they are capable. Children with special educational needs and/or disabilities progress particularly well in their learning and development. Children develop their communication and language skills effectively. For example, babies enjoy warm back-and-forth interactions with attentive staff, while older children become confident talkers as they interact with their friends.

Children develop good physical skills as they learn to walk, run, balance and jump. They manage their bodies well and become confident in challenging themselves. Children also learn to manage their own personal needs independently. For example, they learn to wash their hands after playing outside and before meals. Younger children learn to feed themselves competently, while older children confidently serve themselves. Children develop the skills they need for the next stage in their education and are well prepared for their move on to school. They become confident, happy and sociable members of the nursery.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create an environment where children learn to treat others with kindness, care and respect. Staff consistently promote positive behaviour and provide a calm and nurturing atmosphere where children behave extremely well. Children are kind and considerate towards one another and happily help and support their friends during everyday activities. They play cooperatively and enjoy taking part in games and activities together. For example, children enjoy group games with the parachute. They take turns and support and encourage their friends. Staff regularly praise and encourage children, helping to reinforce positive behaviour.

Leaders establish clear routines that all children, including those with special educational needs and/or disabilities, understand well. Staff consistently use visual prompts to help children move smoothly through the day and understand what is happening next. This helps create a calm and organised environment. Children show extremely high levels of engagement and a positive attitude towards their learning. They confidently take part in meaningful play experiences both independently and with others.

Leaders understand the importance of attendance and work closely with families to support children to attend regularly. They adapt daily routines to meet children's individual needs. Leaders create a harmonious and respectful environment where staff have high expectations for children's behaviour. A robust key-person system supports children to build secure relationships with their key adult and significant other. Children are confident to seek support when needed and become independent learners who manage their own needs very well.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Staff know children well and create a safe, welcoming environment where children feel motivated to learn and become increasingly independent. Children, particularly disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care, develop extremely secure attachments through warm and positive relationships with their key person and significant other. Staff help children develop a strong sense of belonging and promote their wellbeing effectively. For example, children enjoy looking at photos of themselves and their families. They learn about similarities and differences between themselves and others as they talk about their friends and families together.

Secure hygiene practises are in place to support children's personal care needs. Staff teach children important self-care skills, such as washing their hands, feeding themselves and becoming increasingly independent. Children's dietary needs are consistently met, and staff have a clear understanding of children's individual requirements. Leaders promote a healthy and varied diet that supports children's needs well. Mealtimes are social occasions where children sit with their friends and key adults. Children talk about different foods, and staff encourage them to make healthy choices and try new foods. Leaders have recently introduced healthy starters in place of puddings to further encourage healthy lifestyles.

Leaders provide many opportunities for children to develop their physical health. Children are active, and they confidently move around the nursery. Leaders promote good oral health and have introduced toothbrushing activities, including opportunities for families to exchange used toothbrushes for new ones. This helps to encourage healthy habits for all children.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths and areas for development. They implement a cycle of continuous improvement where all views are considered to improve practice and the quality of provision. Leaders are ambitious for all children, particularly disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who are known (or previously known) to children's social care.

Leaders have effective arrangements in place to train and support staff. Staff have access to regular, suitable training that helps them carry out their roles successfully. Leaders place a high priority on staff's wellbeing and offer regular meetings that provide opportunities for support and professional discussions. They plan training throughout the year and monitor the impact of this on staff's practice. Staff speak confidently about recent training and explain how it has positively improved their work with children.

Leaders work positively with parents and other professionals. They have strong relationships with families and support them through transitions, helping children, particularly those with SEND, to prepare for the next stage in their education. Occasionally, some parents are not always clear about how to support children's next steps in learning at home. As a result, some children do not benefit as fully as they could from the continued learning between nursery and home.

Leaders understand their responsibility to ensure that children always remain within sight or hearing of staff. They have recently provided refresher training for staff to strengthen understanding of safe work practices. Leaders have reviewed risk assessments to ensure that headcounts are completed consistently and children remain safe.