Little Plums Nursery Ilkeston

Inclusion: Strong standard

Leaders and staff swiftly identify gaps or delays in children's learning to quickly work with parents or make referrals, when necessary. They have implemented a rigorous assessment cycle to find gaps in children's learning where staff plan individualised support effectively. For example, leaders and staff adapt the space of their provision to support those children known to social care. They skilfully adapt the experiences children have based on their needs, such as planning trips within the community and planning opportunities for cooking and baking.

Staff support children with emotional needs well. They identify situations that trigger changes in behaviour and strategically support children to recognise and avoid them. For example, staff work closely with children role modelling playing with others when children find it hard to share. They work well with outside agencies attending meetings, gaining advice and putting in place resources shared.

Staff adapt routines to support children to settle during times of transitions, particularly for those children with special educational needs and/or disabilities. For instance, staff allow children to move freely between rooms to build their confidence in their new environment. They proactively put in place resources to support their needs, such as sensory toys and teething resources.

Curriculum and teaching: Expected standard

Leaders have an ambitious curriculum that is well planned and differentiated for the children in their care. Staff adapt their teaching to support the needs of the children following their lead. For example, when older children show an interest in balls, staff model rolling, throwing and catching. Babies are also well supported in developing their physical development. Staff hold babies' hands to practise walking and support them to climb a small slide. Leaders and staff know what they want children to know and do next.

Staff also adapt their teaching to support children's communication and language development. For example, they use simple words alongside actions to support babies and longer sentences introducing new words to broaden older children's vocabulary. They also put in place specific support for children with special educational needs and/or disabilities. For example, they implemented a communication board to support children to communicate with others. Throughout, staff develop children's mathematical language and understanding through many interactions and routines. However, on occasion, staff do not consistently give children enough time to think and respond to their questions to develop their communication and language skills further.

Achievement: Expected standard

Children make positive progress in all areas of learning from their starting points. Their needs are met by staff to allow them to confidently access the provision, particularly for children with special educational needs and/or disabilities and those known to social care. Children develop their emotional understanding well where they settle quickly to access learning.

Children also develop their communication and language skills well. They enjoy joining in with actions and words when listening to nursery rhymes. They talk about familiar stories and repeat new words from the book. They also develop their mathematical language. They learn to describe sizes and positions of objects during their play. Additionally, children develop their counting skills from a young age. For example, babies listen to staff counting up to 3 as they climb.

Children also build on their understanding of the world. For instance, older children explore plants through growing their own runner beans. They develop their understanding of where vegetables come from. Occasionally, variations in the highest quality of teaching mean children do not always make the very best progress they are capable of.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive bonds with staff and their peers. They learn to take turns and share, supported by staff. Staff name who's turn it is now and who's turn it is next, to support children to wait. Children develop patience. Staff develop children's social skills well through back-and-forth conversations. Children play alongside others well in their play, listening to their peers' ideas. However, from time to time, staff do not consistently support babies and young children to listen and attend, particularly during story times. Children became distracted or disengaged from the activity. This does not support children to have a positive attitude to learning.

Leaders assess behaviour happening in the setting to put in place support. They share strategies with staff and parents to support children within the setting and home. Children follow the expectations set out by the setting. When staff reinforce the rules, children listen and follow. Staff have embedded routines. Children know to put toys back to where they belong and put on their coats before going outside.

Leaders and staff promote attendance and punctuality. Leaders work well with families, where they are flexible with timetables, to support their routines. Leaders and staff share policies and procedures with families and follow up any unexplained absences in a timely manner.

Children's welfare and wellbeing: Strong standard

Leaders and staff prioritise children's wellbeing to support them on to their next steps in learning. Staff implement consistent strategies effectively for babies, such as the use of home comforters, feeding and sleep routines. Older children learn to name emotions in themselves and others supported by staff through multiple interactions and stories. Leaders put in place flexible settling-in sessions when children first attend and during transitions to different rooms. They also adapt support based on the needs of the children. For example, staff allow those children with special educational needs and/or disabilities to flow in and out of their previous room and new room to support transitions over time. Children meet new staff from the room, and parents are also invited in to attend with them. Children are well supported in times of change.

Staff are responsive to children's needs. They change babies' nappies regularly and support older children to the toilet. They also work with parents during toilet training to put in place consistent strategies. Staff know their children well and respond quickly to the different signs they show to communicate their needs.

Leaders proactively gather vital information about children to put in place adaptations, such as allergies and intolerances. Children work with leaders to develop the setting's menu and have opportunities to prepare meals. This helps develop positive healthy habits. Leaders also organise outside agencies to develop children's physical and mental health. For example, children develop ways to feel calm and build their strength through yoga.

Leadership and governance: Expected standard

Typically, leaders support staff in developing their professional development. Staff attend mandatory training to ensure that they are up to date with changes and the early years framework. Leaders share their visions as a setting, where staff contribute their ideas and implement improvements. For example, they recently developed more opportunities for learning in the outdoors to help children sustain their attention. Leaders and staff share information learned on training to put in place improvements. They have recently implemented teaching mathematics frequently through interactions, stories, singing and routines to support children's mathematical development.

Leaders regularly check in on staff's wellbeing where they feel well supported, such as organising time to enhance their professional development. Leaders celebrate staff's strengths through an achievement wall. Generally, they gain parental feedback who share a very positive outlook on the setting about the care and education they provide.

Leaders and staff share daily updates and next steps in learning with parents to support possible home learning. Parents also share home learning where leaders ensure that they celebrate these experiences within the setting through creating photo albums for children to share with their peers. Leaders and staff work closely with schools and share information on concerns and children's learning. This supports continuity in children's care and education.