Little Peeps Nursery Ltd

Inclusion: Expected standard

Leaders know children exceptionally well and use effective monitoring systems to track their development, quickly identifying any emerging gaps in learning. They work closely with families to agree clear, targeted strategies that support children's ongoing progress, ensuring that timely interventions are in place.

Where children experience speech and language delays, staff implement appropriate and targeted strategies to develop their communication and language skills. They model and repeat words correctly, use simple, clear language and give children time to listen and respond, providing consistent opportunities to practise and extend their vocabulary.

Leaders collaborate with external professionals to ensure that all children's needs are met, demonstrating a clear understanding of processes and seeking additional support when required. Staff receive high-quality training, remain motivated and continuously develop their skills to secure the best possible outcomes for every child.

Transitions are carefully planned and well structured, with clear communication between all professionals. This ensures that children's individual needs are met and supports calm, smooth adjustments that promote security and ongoing progress.

Staff work collaboratively to use children's interests to enhance learning. For example, role play with the jewellery box is extended using sensory jewellery, visual prompts and rich vocabulary modelling, ensuring that all children can participate meaningfully and feel valued.

Curriculum and teaching: Expected standard

Leaders have designed a well-sequenced curriculum that builds on what children know and can do, ensuring that they gain the knowledge and skills needed for future success and positive health and wellbeing. It is inclusive and appropriately adapted so that all children, particularly disadvantaged children, those with special educational needs and/or disabilities, and children who are, or have previously been, known to social care, and those with lower starting points, can access and succeed in their learning.

Staff ensure that children have regular opportunities to practise skills that support their self-help and care needs, carefully planning activities and routines based on their assessments of what children already know, promoting independence and confidence.

Staff implement the curriculum effectively, combining direct teaching with purposeful play to deepen understanding. Learning is engaging, practical and tailored to children's interests, with an environment that encourages exploration and independence. Staff model rich language and use purposeful conversations to extend vocabulary and reasoning.

During play dough activities, staff ask questions about length, shape and number, introduce mathematical language and guide children to compare and count materials. They encourage collaboration, support physical skills and promote confidence through praise and scaffolding.

Staff consistently nurture a love of books, modelling careful handling, guiding children to explore illustrations and asking questions to deepen comprehension and prediction skills.

Achievement: Expected standard

Children are making steady progress across all areas of the curriculum. They engage enthusiastically in a wide range of learning opportunities, revisiting key skills to embed their knowledge and apply it confidently in different contexts. Children show pride in their achievements, sharing and celebrating their creations with others, and often show determination to complete tasks to the best of their ability.

When speech and language gaps have been identified, children respond positively to opportunities to develop their skills. They explore and use new vocabulary, ask and answer questions and apply words appropriately in meaningful situations, showing growing confidence in expressing their ideas.

Children demonstrate strong communication and language skills across their learning. While exploring coloured spinners outdoors, younger children describe what they see using terms such as 'fast' and 'slow', showing how they are beginning to express their ideas clearly, transfer their learning across activities and communicate effectively with peers and adults.

Behaviour, attitudes and establishing routines: Expected standard

Staff build positive and supportive relationships with children, creating a calm and welcoming environment. They set clear expectations for behaviour, which is reflected in children listening, cooperating and following simple instructions. Behaviour is managed calmly, with gentle prompts such as 'walking feet' used to reinforce routines. Children respond well to praise and actively take part in daily tasks, such as tidying away, showing an understanding of routines and a sense of responsibility.

Staff support children in managing minor disagreements effectively. With minimal guidance, such as using a sand timer, children confidently take turns, negotiate fairly and wait patiently. This demonstrates that routines are well understood and that children are developing positive strategies for resolving conflicts.

Routines are also adapted to support individual needs. Children are given choice and flexibility in their activities, allowing them to engage in ways that suit them. Staff work closely with parents to ensure that care routines meet each child's needs. Babies' individual requirements are carefully observed and planned for, ensuring consistency in care.

Leaders encourage regular attendance through clear policies shared at induction. Staff understand the procedures for monitoring attendance and follow up consistently with families when needed, promoting children's ongoing participation and engagement in daily routines.

Children's welfare and wellbeing: Expected standard

Leaders provide a well-structured and thoughtfully planned induction programme for all children, which is flexible to respond to the individual needs of each child. Staff actively engage with parents and carers to gather essential information regarding children's care and development. This ensures that staff can plan effectively to meet the needs of all children. Children benefit from familiar routines that mirror those at home, contributing to a sense of security and stability. This helps children feel confident and settled. Babies and young children are supported to settle for sleep with the care of familiar staff and, where appropriate, their personal comforters. Staff demonstrate a clear understanding of the sleep policies.

Leaders have recently made amendments to the menus. Children are provided with well-balanced nutritious snacks and meals. Staff promote healthy eating, embedding discussions about nutritious foods into daily routines and practices. Children are given practical opportunities to engage with food production, including planting, caring for and harvesting their own vegetables, which they can then eat. This approach supports children's understanding of positive attitudes towards food and nutrition. Additional health care plans are in place, allowing staff to respond to any dietary or medical requirements, ensuring the safety and wellbeing of all children.

Staff support children's physical development effectively by providing a variety of surfaces and environments that challenge and extend their physical skills. Babies and younger children have opportunities to stretch, reach, pull themselves up and develop balance, promoting coordination and strength.

Leadership and governance: Expected standard

Since the last inspection, leaders have focused on creating a positive 'can-do' culture that promotes children's independence and self-directed learning. They have prioritised enhancing the curriculum to ensure that all children gain the skills needed for the next stage of learning, with particular attention to personal, social and emotional development. This approach has encouraged children to take responsibility, make choices and confidently access learning opportunities.

Leaders make decisions in the best interests of all children, particularly for disadvantaged children, those with special educational needs and/or disabilities, and children who are, or have previously been, known to social care, or face other barriers to learning and wellbeing. They guide staff to create an inclusive environment that supports every child's progress and wellbeing.

Leaders have an accurate understanding of the setting's strengths and work closely with parents to maintain a shared commitment to positive outcomes. They recognise that staff knowledge and consistency in the chosen teaching approach are not yet fully embedded. Leaders provide regular supervision and support to staff, but do not consistently set precise targets to strengthen teaching and further encourage children's learning. Leaders actively maintain staff wellbeing, creating a confident, stable and consistent environment for both children and staff.