Little Rockets Day Nursery

Inclusion: Strong standard

Leaders and staff are deeply committed to inclusion. This is particularly evident in their proactive vision for supporting children with special educational needs and/or disabilities (SEND). Skilled and knowledgeable staff identify children's needs very quickly and seek support, additional funding and expert advice promptly and in the best interests of all children and their families. While all children access all areas within the nursery, leaders have also provided a thoughtfully considered, carefully planned dedicated space for children where there are barriers to learning. This means that children can regulate their emotions and engage in specifically targeted play activities. Leaders and staff successfully adapt the environment and routine to suit children's individual needs. They provide those children who need more time the space and support they require.

Leaders have high aspirations for all children. They maintain open, friendly, professional and positive partnerships with all families, including families of children with SEND and those who face barriers to learning. This helps them to successfully understand individual needs and help every child achieve. Close partnerships with other professionals help secure children's consistent progress. Leaders and staff work tirelessly to partner up with other services and experts to ensure that children access any additional support they need.

Curriculum and teaching: Expected standard

Leaders implement a well-considered, thoughtful and inclusive curriculum that brings together their aims and intentions effectively. Leaders and staff share ambitious goals for children and have a secure understanding of what they want children to learn. The curriculum covers all areas of learning and is sequenced to help all children build on their development and skills. This includes those children with special educational needs and/or disabilities or where there are other barriers to learning. There is a focus on learning through play, and adults plan additional activities to support skills such as using scissors, making marks with crayons or using simple mathematical words as they fill containers with water.

Leaders and staff plan a learning environment that is generally well thought out. However, there are not enough opportunities for children to become more deeply involved in their play, develop their own ideas consistently or problem-solve and think critically.

Those caring for babies sing with them often, support them to explore new experiences and share books together. They encourage them to look at a favourite book and to feel the textures while introducing simple words. Staff introduce older children to initial sounds in words as they attempt to write their names on their drawing of a dinosaur. On occasion, staff do not introduce new words to children or pronounce words correctly. This means children's vocabulary is not extended or developed consistently.

Achievement: Expected standard

Children are confident learners and typically enjoy their play and learning at this nursery. They are generally motivated to learn, and they make progress in their development. Children listen carefully and with interest to instructions and are focused on the range of activities on offer to them. They chat with their friends and negotiate as they play alongside each other. Babies explore and investigate with their senses and develop confidence with the caring support of their key person. The sound of children's voices singing familiar rhymes and songs joyfully fills the nursery. Babies hear staff singing songs and listen with fascination as they move in time with the rhythm.

All children, including those with special educational needs and/or disabilities or other barriers to learning, are prepared for their next stage of learning. Children's transitions from room to room are thoughtfully considered, and staff take time to settle children, so they are happy and content. Older children enjoy activities that prepare them in good time for their move to school. This helps children understand new routines and learn new skills ready for the next stage in their education journey.

Behaviour, attitudes and establishing routines: Strong standard

All children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to learning, know the routines well and understand expectations. Staff nurture a highly respectful, happy and caring environment, and this supports positive behaviour and strong relationships. Children show consideration for others, negotiate between themselves and play alongside each other harmoniously. This helps prepare them for school. Staff role model positive behaviour, and they help children to express their feelings and emotions. Staff skilfully recognise when children need quiet time and space to self-regulate and quickly provide these opportunities. Children are encouraged to join in and are interested to take part in activities. They choose favourite toys and resources and play well alongside their friends. This includes children with SEND and those who face other barriers to learning.

Leaders and staff expertly maintain close partnerships with parents. They regularly discuss children's progress and development with them, inviting them in to chat or making contact through an online app. Leaders promote the importance of good attendance and punctuality with parents so that children achieve well. Leaders know children and their family circumstances very well. They are flexible in accommodating families' individual needs, and this further supports children's good attendance. They offer a wide range of support and advice to parents to help them get any assistance they need.

Children's welfare and wellbeing: Expected standard

Staff build caring relationships with babies and children and support their individual needs well. This helps them feel secure, safe and ready to learn. Those caring for babies follow their care and sleep routines carefully to ensure consistency. Babies are nurtured as they explore the familiar baby room, reaching for favourite toys or snuggling in with staff for a story. Leaders and staff make sure that safe sleep procedures are in line with requirements. Children's independence and confidence is typically supported well. Babies learn to feed themselves, while older children independently wash their hands when they need to and competently use knives and forks at lunchtime.

Children generally have a range of opportunities to develop their physical skills as they climb across large tree stumps, lift logs up to see the bugs underneath or ride wheeled toys. Babies use furniture and soft play to pull themselves up to standing. All children have frequent opportunities throughout the day to enjoy fresh air and exercise. They learn how to stay safe outdoors as they take turns to jump off the tree stumps. They know the importance of washing their hands after letting a woodlouse crawl across the palms of their hands.

Children thoroughly enjoy the freshly prepared, home-cooked and nutritious meals provided. They begin to understand about being healthy as they chat with staff about healthy vegetables. Procedures ensure that children with allergies are safe. Staff sit with children during mealtimes to ensure their safety as they eat.

Leadership and governance: Expected standard

Leaders reflect continually on the provision for children and families to ensure that it meets their needs. They have recently invested in expanding the nursery, with a new pre-school room and a hub to support children with special educational needs and/or disabilities. Staff are supported to develop their knowledge and skills as they typically access a range of training and professional development opportunities. Leaders identify specific training needs through regular meetings with staff, and this helps to ensure that staff access a range of targeted training. The well-established staff team works collaboratively together to ensure that all children enjoy a range of learning experiences in a caring environment. New staff benefit from a comprehensive induction to ensure that they understand their roles and responsibilities right from the start. Staff feel supported by leaders and value the open-door policy, which encourages daily communication and discussion.

Partnerships with parents are typically well embedded, and leaders and staff maintain an open flow of communication with them. Parents are happy with the dedicated care, attention and support their children receive. Leaders and staff use a digital app for two-way communication about daily activities, children's learning and care routines information. They make sure they speak with all parents every day to provide an overview of what children have enjoyed during their day.