Little Robins Ltd

Inclusion: Expected standard

Children with special educational needs and/or disabilities or those who may face barriers to their learning are well supported. Leaders quickly seek help and support from wider professionals when needed. They make referrals and obtain the relevant expertise in a timely manner. This helps to ensure that children receive the right help, at the right time from the right people. Staff have established links with local teachers, health professionals, speech therapists and early years advisers. This impressive network of professional relationships helps to promote collaboration, which in turn, benefits children and families.

Staff and leaders have established a positive reputation within the local community for their inclusive practice. Staff refer to those in their care as 'one big family', illustrating the commitment to creating an inclusive and welcoming environment for all. They take time when children first start attending to get to know children's unique personal backgrounds and needs. Every child is welcomed, understood and valued.

Staff make simple adaptations to both their environment and interactions to meet children's different needs. They move children through the nursery rooms when children are ready. This means that the care children experience meets their needs well. This is an inclusive setting where all children are supported to thrive.

Curriculum and teaching: Expected standard

Leaders plan an ambitious and inclusive curriculum. Staff have a clear understanding of the curriculum design and weave this into their planning and teaching. At the heart of the curriculum is supporting children's language, which is done particularly well. Speech, interaction and communication is at the centre of all adult interactions. Staff narrate what they are doing, provide children with clear instructions and ask inquisitive questions to extend children's conversational skills. Children are well supported and become fluent communicators from an early age.

Books and literacy are integral to the curriculum design. Staff use books and stories as an anchor for their monthly planning theme. They revisit the same book throughout the month and plan exciting activities linked to the story. This helps children to learn through repetition and familiarity. Children actively join in when books are read aloud, jointly narrating the story with adults. The curriculum and teaching inspire children, and, in turn, they have a thirst for reading and literacy.

Staff understand the importance of assessing children's progress. However, due to work pressures, staff sometimes do not prioritise this aspect of their role. Consequently, children's assessments are not always up to date. This means staff teaching does not always match what children need to learn next.

Achievement: Expected standard

Children are confident and assertive. They feel valued and listened to because their ideas and interests are accommodated. For instance, children choose to play with train sets which ignites their curiosity. In turn, they focus and concentrate for extended periods of time because they enjoy their play. Children learn how to operate mechanical toy cars as they hold and pull back toy cars, before releasing them. This requires impressive coordination, dexterity and a 'can-do' attitude to succeed. Babies enjoy accessing a dedicated outdoor area where they climb safely on age-appropriate large-scale equipment. This helps them to master their emerging gross motor skills. Older children explore a separate outdoor area, with equipment that is precisely matched to their different skills and abilities.

As children play and explore, they benefit from adults' high-quality interactions to extend their learning. For instance, children learn about quantity, volume and numbers as they fill their water bottles. They respond well to challenge when they are asked to fill their bottles to the 200-millilitre mark. Children progress well in their mathematical development because they experience high-quality teaching in this area. However, sometimes staff teaching is not precisely matched to children's stage of learning because assessment is not always up to date, which means children are not consistently supported to make rapid progress.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is impeccable. When asked to complete tasks, children follow instructions without hesitation. They repeatedly use manners in everyday interactions. This indicates their exemplary, courteous and respectful demeanour. Children listen to each other and appreciate differing views and opinions, showing maturity in their social interactions. Quite simply, behaviour is first-rate. This positive behaviour is not incidental. It is a direct result of consistent and clear expectations from staff. Children's achievements are celebrated on a 'wow board', where their remarkable accomplishments are published for all to see. Children work hard and want their efforts to be rewarded and recognised. Simple 'golden rules' enable children to understand boundaries and expectations. All children, including those who face barriers to their learning, behave extremely well.

Children are well cared for by nurturing and kind staff. They are attentive to children's emotional needs and lavish them with plenty of gentle and affectionate care. Children are highly reassured by staff, often checking they are nearby before they explore independently. This illustrates that children's exceptional emotional belonging and sense of security is fostered through positive relationships shared with staff. Children's attendance and punctuality is excellent. Staff and leaders clearly communicate attendance expectations with parents. They meticulously track attendance patterns and follow up any unexpected absences. High attendance promotes children's uninterrupted learning.

Children's welfare and wellbeing: Expected standard

All staff put children's safety and welfare first. They complete detailed risk assessment checks each morning, including checking equipment is safe and doors are locked. Children's welfare and wellbeing is promoted because staff are cautious and skilled to protect children from harm.

Staff caring for babies have completed appropriate training in this area. Their skills and knowledge about safer sleep and caring for the unique needs of babies are secure. Babies and children who are resting are placed to sleep in an appropriately safe space and are checked frequently to ensure their ongoing wellbeing. Staff work hard to build positive relationships with children. Children are settled and happy because staff are responsive to their individual needs.

Staff remain vigilant of children's safety during mealtimes. They closely supervise children at lunchtime to promote their welfare. However, sometimes when food is incorporated into play, staff do not extend children's awareness of how to keep themselves safe. They remind children to remain seated but do not explain why this is important or teach children about personal safety to extend children's awareness of how to manage their own safety around food.

Leadership and governance: Expected standard

Leaders, staff and children have recently experienced a period of change when the nursery relocated to a new building on the school site. Leaders have managed this period of change well, to minimise the impact on children. During the move, leaders have reflected and updated some procedures. For instance, they have strengthened the procedures for door security in the new building, to ensure children's ongoing safety. Leaders of this nursery have a very clear understanding of their strengths and areas to improve. A clear action plan drives appropriate and necessary developments.

Staff report that they are proud to work at the nursery. Many of the staff have worked at the nursery for a number of years and their experience and dedication are notable strengths. They embody the values and vision of leaders and strive every day to work hard and deliver a high-quality service for the families and children they support. Staff morale is high, teamwork is excellent and the children benefit greatly from consistent and reliable staff.

Staff receive the training they need to succeed in their roles. Leaders observe staff and provide them with feedback on their practice. This feedback includes relevant targets to enable staff to develop and improve their teaching. Coupled with personal coaching, staff benefit from plenty of online training courses to develop their skills. Staff report that they feel valued and motivated because of the quality training plan.

Parents and carers benefit from plenty of information and open communication. Staff share details about their children's progress, experiences and upcoming events. Parents appreciate this communication which leads to complementary care between the nursery and home.