Little Robins Day Nursery

Inclusion: Expected standard

Leaders ensure that children's individual needs are carefully assessed. When children require additional support, this is quickly identified, discussed with parents and appropriate plans are put into place. Staff work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive the right support and make the best progress from their starting points. Parents comment that staff guide them on how to support children's learning at home.

Leaders have secure oversight of the provision and make adaptations to ensure it is inclusive for all children. For example, staff have started to implement the use of Makaton signing to support all children to take part in activities and communicate their needs. The use of Makaton signing and visual clues means all children can share their valued contributions.

Leaders ensure staff access relevant training to extend their knowledge on how best to support children with SEND or those who have gaps in their learning. Expertise is shared within the team which helps to promote the best outcomes for all children. Leaders carefully consider how to use additional funding so that children receive high levels of support and fully engage in their learning.

Curriculum and teaching: Expected standard

Leaders have designed a broad and balanced curriculum that is well sequenced and supports all children to make progress from their starting points. Staff use a range of teaching strategies, such as Makaton signing, to enable all children to participate and develop their communication and language skills. They plan to continue to develop this further to build on staffs' knowledge and understanding of implementing this in practice. Children with special educational needs and/or disabilities benefit from high-quality interactions with staff. All children delight in singing songs; they confidently express their ideas and independently select books.

Staff regularly assess and review children's progress and identify next steps for their learning. However, these are not always precisely matched to children's individual developmental needs to ensure all children receive the most appropriate support. Staff utilise the outdoor area to provide children with daily opportunities to develop their physical skills. Older children jump and climb with confidence. Babies develop stamina and coordination as they crawl and walk independently. Children show fascination in exploring number as they notice the spots on a ladybird's back. They count the spots and use words such as more and less to compare amounts. They praise one another's efforts, which boosts children's self-esteem. When playing on the large apparatus outside, children are mindful to include others in their games.

Achievement: Expected standard

All children make progress from their starting points and are well prepared for the next stage in their education. Children are confident communicators, using both verbal and non-verbal methods to express their needs and thoughts. This includes children with special educational needs and/or disabilities. Older children use a broad vocabulary to describe what they are doing and to share their ideas with others. Younger children recall familiar words as they join in with favourite songs. Children develop small-muscle control and coordination as they make models with construction toys and fit pieces into jigsaw puzzles. They learn to problem-solve as they test out different shapes and turn pieces around until they fit.

Children demonstrate independence as they put on coats and shoes to go outside. Younger children learn to use wipes to clean their hands and faces after eating. All children develop essential skills that prepare them well for their transition on to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well in response to the high expectations consistently promoted by staff. Children are kind and respectful to one another. They willingly share resources and take turns when playing games together. Staff are good role models and encourage children to look after the environment so everyone can enjoy it. Children work collaboratively to tidy away equipment, and beam with pride when staff acknowledge and praise their efforts. Leaders give high priority to attendance and work closely with parents to ensure all children gain the most from the activities and experiences provided.

Children feel safe and secure as they know what to expect and are encouraged to express themselves and freely explore their surroundings. This helps to foster children's confidence and independence. Transition times are carefully supported, such as when children get ready to go outside. However, at times, some routines are less effective in supporting children's care needs. For example, when staff are busy with other duties, babies have to wait for staff to serve food. This causes some children to become upset and restless.

Children's welfare and wellbeing: Expected standard

Staff foster warm and nurturing relationships with children. Staff working with babies ensure care routines follow children's individual patterns and are responsive to their needs. They provide sensitive care when changing nappies. Children develop secure attachments to their key person. When children are tired, staff know how to soothe them and gently settle them down for their afternoon sleep.

Leaders and staff actively encourage children to develop positive attitudes to leading a healthy lifestyle. Staff provide daily opportunities for children to get fresh air and engage in physical activity. They build children's confidence, so they can use the large play equipment safely and independently. Children delight in climbing and balancing; they develop their spatial awareness as they play chasing games. Older children demonstrate an understanding of foods that are good for them as they discuss which fruits and vegetables they enjoy. Leaders create weekly menus that take account of nutritional guidance for young children. This means children benefit from eating balanced meals, made using fresh produce. Leaders are aware of the impact of poor oral hygiene on children's health. They provide a wealth of information for parents to encourage them to establish consistent toothbrushing routines at home.

Leadership and governance: Expected standard

Leaders and managers have worked tirelessly with staff to address the actions raised at the last inspection. Safeguarding knowledge is now firmly embedded throughout the nursery. Safety procedures have been improved so children are protected while sleeping. Attention has been given to improving teaching practice so all children benefit from an ambitious curriculum and high-quality interactions. This has been supported through improved induction procedures, regular supervisions and ongoing training opportunities for all staff. In addition, communication with parents has been strengthened and required progress checks are completed in a timely manner and shared with parents. Leaders should now continue to monitor and identify areas for improvement that will promote the best outcomes for all children's learning and development.

Leaders are supportive of staff; ensuring their wellbeing and offering continuous development and training opportunities. Staff are keen to extend the use of Makaton signing throughout the nursery as they recognise this will be beneficial in supporting communication with children with speech delays, and those with special educational needs and/or disabilities. Leaders recognise and praise staff achievements. This helps staff to engage positively in their work and show commitment to helping all children to thrive and achieve the best possible outcomes.