Little Pearls Nursery and Preschool Ltd

Inclusion: Strong standard

The setting demonstrates a highly consistent, skilled and proactive approach to inclusion that goes beyond expected practice. Leaders and practitioners know all the children who face barriers to their learning exceptionally well and identify additional needs early on. This ensures that children receive timely interventions and personalised targets that are sharply focused on helping them make secure and sustained progress from their starting points. Detailed information is gathered from parents at the earliest opportunity. Staff use this information, alongside their precise tracking of children's progress, to plan and adapt support with accuracy. Progress is reviewed continuously, and adaptations are adjusted systematically so children can participate fully in all aspects of nursery life. Staff work proactively with external professionals to support children with special educational needs and/or disabilities and those that face barriers to their learning. Leaders consistently review focused targets and outcomes for children and share these with parents and staff. These collaborative working partnerships help to maintain continuity when supporting children to reach their individual learning outcomes. Parents comment, 'We couldn't ask for a better nursery.'

Leaders have a comprehensive understanding of their local community and provide targeted support for children and families, such as food and clothes bank initiatives. These actions consistently reduce potential barriers to learning. Leaders use additional funding strategically. They ensure that it has a clear and measurable impact on improving outcomes for disadvantaged children. Staff are extremely well supported by leaders in accessing further training and in tailoring their approach to meet children's needs.

Curriculum and teaching: Strong standard

The curriculum is ambitious, thoughtfully designed, fully embedded and highly effective. A real strength of the setting is the clear vision of what leaders and staff want children to learn, fully rooted in child development. Learning is thoughtfully sequenced so that new knowledge builds effectively on prior learning. Each room has clear learning intentions for children's learning, which are regularly reviewed and adapted to reflect children's needs and interests.

Children experience a rich blend of adult-led teaching and meaningful play opportunities. Children benefit from adults who model language very well and introduce new vocabulary as they play, read, sing and explore together. Children show curiosity, a sense of fun and interest as they join in. Children recall familiar stories, such as 'The Very Hungry Caterpillar', in their play as they explore with play dough that has been creatively set up with natural resources and small-world minibeasts. This helps children to make connections with the current learning theme across the nursery. Children with additional needs take part in 'bucket time' sessions that provide motivating and visually engaging experiences. Children are supported to focus their attention for longer periods and to join in with adult-led group activities.

Children use a range of resources to support their early mathematical development. For example, children match small wooden ladybirds to laminated sheets to recognise numbers and practise counting. Children concentrate as they carefully place the correct number of objects and take pride in their achievements. Children use clipboards and pencils to record what they have counted, helping them to begin forming numbers.

Achievement: Strong standard

Children make excellent progress from their individual starting points across all areas of learning. Children show highly positive attitudes to learning, engaging fully in both adult-led activities and chosen play. Children ably take responsibility for parts of the daily routine, such as setting the table or organising their belongings. They use new vocabulary with increasing accuracy, including mathematical language to compare size and numbers. Many children show pride in their achievements and seek adults out to share what they have done.

Physical development is prioritised well. Staff provide abundant opportunities for children to strengthen both large and small physical skills through carefully planned activities and outdoor play. Children also make secure progress in developing independence and self-care skills. From a young age, they learn to eat independently, dress and undress themselves, brush their teeth and manage personal hygiene routines confidently.

Disadvantaged children, those with special educational needs and/or disabilities and children who face other barriers to learning make similarly sustained progress due to highly effective targeted support and tailored teaching. As a result, all children flourish, develop confidence and resilience and are exceptionally well prepared for the next stage of their learning, including school.

Behaviour, attitudes and establishing routines: Strong standard

Positive relationships between staff and children are a significant strength of the setting. Staff know children exceptionally well and provide warm, responsive interactions that help children to feel safe, secure and emotionally supported. Leaders have established a kind, caring and highly nurturing environment where expectations for behaviour are clear, consistent and well understood by children and staff.

Children learn to recognise and understand their feelings through purposeful conversations, daily interactions and thoughtfully planned activities. Children are supported to consider how others may feel through gentle questioning and discussion, helping them to develop empathy, emotional awareness and an understanding of consequences. Children respond positively to this approach, showing increasing awareness of their own and others' feelings. Children listen attentively and engage with adults who model this understanding. For example, during circle time, children listen as staff help them to understand that everyone can make mistakes.

Leaders take decisive and supportive action to promote good attendance and punctuality, working proactively with families where concerns arise. For example, leaders make prompt 'check-in' calls when children do not arrive at the expected time and work collaboratively with families to reduce barriers to attendance, such as adapting session times to better meet individual family needs. This helps to ensure that children attend regularly, settle quickly into routines and benefit consistently from the rich learning opportunities on offer.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are at the heart of practice. The nursery is safe, calm and welcoming, helping children to settle quickly and develop a strong sense of security and belonging. Staff know each child extremely well and respond sensitively to their individual needs, offering reassurance, close support or space as needed. Secure relationships ensure that children feel emotionally safe and confident to explore.

Healthy habits are embedded throughout the day. Children independently wash their hands, manage self-care routines and learn about balanced food choices through a well-planned menu that reflects a variety of cultures and encourages children to try new foods.

Children learn to recognise, express and manage their emotions and show high levels of emotional security. Independence is a clear focus throughout the nursery. This is evident in children's positive attitudes, growing self-care skills and confidence in managing daily routines. For instance, staff discuss the importance of oral hygiene with children, helping them to understand how to care for their teeth. Children use mirrors to check their teeth when brushing, and a sand timer helps them know when they can finish. This builds familiarity and confidence with oral health in a fun and practical way.

Leadership and governance: Strong standard

Leadership and governance are significant strengths of the setting. Leaders are ambitious, inspirational and deeply reflective, with robust systems firmly in place that drive continuous improvement. Monitoring and evaluation are rigorous. Leaders maintain a detailed continuous improvement plan, demonstrating clear progress over time, and they already have plans in place for future developments. For example, the outdoor play space has been identified as an area to enhance further, providing even more opportunities for children's learning and development.

Leaders have a very comprehensive understanding of their setting and the local community in which they are based. They place the service of that community and the needs of their families and children at the heart of everything that they do. They work closely with all families to ensure that they receive tailored support where needed and to build effective working relationships.

Parents value the support that they experience from leaders and staff alike. Leaders are highly proactive in building relationships with all families, such as in developing special seasonal events to welcome them in. Parents are consistently positive about the ongoing communication that they receive. They also feel that any special educational needs and/or disabilities are identified early and skilfully supported.

Leaders manage staff workload effectively, ensuring high morale and a committed, motivated team. Decisions are consistently made in the best interests of children, particularly for those who are disadvantaged or face barriers to learning. Staff feel supported and empowered, which translates into high-quality teaching and care. Overall, leadership is highly effective, ensuring that all children thrive and achieve their potential.