Little Pickles Nursery Tenterden Limited

Inclusion: Strong standard

There is a very clear and successful focus on identifying children's unique personalities, learning styles and individual needs. Leaders and staff have highly effective arrangements to assess children's abilities and monitor their ongoing progress. Through these processes, they identify any emerging gaps in learning and/or development at the earliest opportunity.

When children need specific support, leaders and staff implement highly individualised 'nurture and thrive' setting support plans. These focus precisely on helping children to catch up, and highlight whether further input is needed from other agencies. Leaders and staff have extensive experience of working with parents and a range of relevant professionals to support individual children. This has helped to ensure that children with special educational needs and/or disabilities, or other barriers to their learning, achieve extremely well.

Leaders and staff give great consideration to adapting activities so that all children are fully included and feel represented. For example, they have developed a home corner area specifically equipped to support those who are adapting to having a new sibling. Leaders precisely target the use of additional funding to ensure that it enhances the experiences of the children for whom it is intended.

Curriculum and teaching: Strong standard

Leaders have devised a clear, ambitious and expertly sequenced curriculum that covers all areas of learning. Staff are fully involved in planning the activities that sit within the curriculum. They skilfully tailor these to reflect the needs of all children taking part, including those with special educational needs and/or disabilities. Staff use their thorough knowledge of each child's interests and abilities to plan experiences that they enjoy and that extend their learning.

Staff employ a range of teaching techniques, designed to capture and maintain children's interest and promote their intended learning. At times, staff give precise instructions and teach specific skills. For example, children concentrate on matching corners, as demonstrated by staff, as they carefully fold paper in half. They copy the example they have observed to place paint carefully to create a butterfly image when the paper is unfolded. At other times, staff monitor children's play and astutely identify when to intervene to build on their interests to add new ideas and language. For example, children drawing at a whiteboard respond enthusiastically when staff suggest drawing faces, identifying and naming each facial feature. At all times, staff interactions significantly enhance children's learning and enjoyment.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, progress extremely well in their learning and development. They develop the confidence they need to explore and experiment in their play and become independent, motivated learners. Children are very well prepared for moving on in their education, including starting school.

Children become articulate communicators. Babies understand and practise key vocabulary linked to their activities, families and care needs. Older children use their rapidly developing language to share their ideas, ask questions and instigate lively conversations. They use expressive vocabulary, particularly when displaying excited or kind behaviour. For example, they eagerly reassure a member of staff who is demonstrating a paint technique that their picture is 'going to be amazing'.

Children readily use mathematical language as they play, for example counting and comparing colours, shapes and sizes. They also speak knowledgeably on a range of subjects that link to learning gained from previous experiences, such as making pizzas or gardening.

Behaviour, attitudes and establishing routines: Strong standard

Routines are very skilfully designed to reflect children's needs and to minimise disruptions to their play and learning. With the support of staff, children quickly begin to understand what is going to happen next. When needed, staff provide extra support for individual children, including using sign language. This helps to ensure that all children build their sense of security and confidence.

Leaders and staff support children's behaviour extremely well. The harmonious atmosphere and abundance of exciting activities keep children engaged in and focused on positive experiences. Staff are also very successful at promoting children's social skills. They do this through superb role modelling and by teaching children how to manage their emotions, share and take turns. All children behave extremely well. Children form positive, trusting relationships with staff, and genuine friendships with other children.

When a child does not attend a scheduled session, leaders follow up promptly to check on their wellbeing. They promote regular attendance well with parents to enable children to benefit as fully as possible from the curriculum.

Children's welfare and wellbeing: Strong standard

Leaders and staff are wholly committed to promoting children's emotional and physical wellbeing. They provide the care, support and teaching that each child needs to thrive. Older children receive recognition, praise and encouragement. Babies enjoy reassuring cuddles, and staff are alert to their individual nonverbal signals, such as when they are becoming tired. Staff communicate effectively with parents to understand how to settle each child. Sleep arrangements are entirely appropriate and reflect current safety guidance.

All children benefit from the healthy snacks and meals prepared on site. Their individual dietary requirements are fully understood and respected. For example, allergies are catered for, and the cook prepares food for younger children to the texture they require. Mealtimes are wonderful social occasions, and staff use these opportunities to promote children's independence. For example, from a very young age, children serve their food and learn to use cutlery and tableware.

Nappy-changing and toileting arrangements are hygienic and sensitively managed. Children's dignity is promoted well, and staff ask children before carrying out personal care tasks.

Leadership and governance: Strong standard

Leaders have a crystal-clear vision for their nursery. They have secure and embedded arrangements to continually reflect on, and improve, all aspects of their work. This results in provision that is highly efficient and often innovative.

Leaders and staff work extremely well together, and staff morale is high. There is a tremendous focus on ensuring that children are cared for, and taught by, highly skilled and experienced staff. In addition, leaders provide extremely useful training for staff to continually develop their skills and knowledge. For example, they produce videoed 'masterclasses' and guidance documents that outline expectations around specific areas of practice. These also include details of the reasoning behind these ways of working so that all staff fully understand the nursery ethos and the benefits to children. These are used to support new staff, to act as refreshers for existing staff or to introduce new ideas or changes to legislation.

Partnership working with parents and carers is a key strength. Parents provide extremely positive feedback and particularly praise the progress that their children make, including those facing barriers to their learning. Parents also have access to a range of useful 'masterclass' videos. They report that they find these very helpful in understanding and managing key stages of their child's development. Staff make excellent use of their positive relationships with parents to enhance children's experiences. For example, they include parents in the planning of activities and the development of the outdoor play space.