Little Saplings Day Nursery

Inclusion: Strong standard

Leaders ensure children consistently experience inclusivity where equality of opportunity underpins all practice. This inclusive culture is understood by all staff. Leaders and staff carefully consider children's uniqueness and make systematic adaptations to their curriculum to best support each child. They promptly identify children's individual needs through clear assessment processes. Plans are continually under review with parents, so they remain highly focused. Leaders' knowledge and understanding of how best to use external professional support are evident. This builds trust, shared understanding and support which is significantly praised by parents.

Leaders implement interventions to ensure that barriers to learning are effectively addressed for children with special educational needs and/or disabilities (SEND) and those known, or previously known, to social care. Early years pupil premium funding is used strategically to address identified barriers and enhance children's experiences.

Regular professional development and reflective practice ensure the leaders apply strategies consistently and impactfully. For example, each room has a member of staff responsible for supporting children with SEND. Additionally, staff introduce Makaton into daily practice to support children with barriers to learning to communicate effectively. Enhancements to provision link to children's interests, which sees those who face barriers to learning engage with high levels of focus. Staff adapt activities to individualised next steps, so children are successful. They share this information proactively both in the setting and schools to design well-informed, individualised transition plans. This ensures that every child moves confidently and smoothly into their next stage of education.

Curriculum and teaching: Expected standard

Leaders design a broad and balanced curriculum that is responsive to children's interests. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They create next steps that are shared with parents, and this ensures that children, including those with special educational needs and/or disabilities (SEND) and those known or previously known to social care, make progress.

Leaders quickly identify gaps in learning, using assessment to adapt teaching to individual needs. This supports staff's knowledge of children, allowing them to plan purposefully from a clear understanding of what children already know and can do. Teaching is effective and staff engage well with children. Staff working with babies focus on ensuring trusting relationships to ensure that babies feel safe and secure in their care. There is a sharp focus on supporting transitions through the setting and on to school. Staff reflect their dedication to supporting all children's readiness, for example by sharing different school uniforms in group times.

Staff position themselves well to enable support for all children and engage them in play. They join in play, asking thought-provoking questions to support knowledge and understanding. For example, when asked what might happen next, children stop, think and consider, replying with 'Maybe it will get even bigger!'. Staff have a sound knowledge of children's development, particularly those with SEND. They work closely with these children to overcome barriers and ensure children make progress. For instance, they provide social opportunities, teaching children how to take turns and play in a small group when potting plants.

Achievement: Expected standard

Children make steady progress and achieve well across all areas of learning. From the earliest stages, children benefit from a focus on personal, social and emotional development. This is reflected in well-established routines supporting early independence.

All children, including those with special educational needs and/or disabilities (SEND) and those known, or previously known, to social care, show clear focus and positive attitudes to learning. They are polite and treat one another with respect and kindness. Children build strong relationships with peers, playing collaboratively. For example, they work together and share play dough and cutters. Children learn to share and take turns to build excellent emotional resilience and empathy with careful guidance from staff who have consistently high expectations.

Children benefit from accessing learning that builds on what they already know and can do. For example, children explore posting activities with lollipop sticks, early mark making and numbers within the provision. Children with SEND access specialist teaching, such as one-to-one interactions while they explore sensory activities and staff model early language. This has a positive impact on children's development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have embedded a positive environment where children thrive and achieve. Children are excited to attend, and leaders are proactive and quick to identify non-attendance. They act swiftly in collaboration with parents to support them as needed. This proactive approach supports families and children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, to establish a solid foundation for regular attendance as children move on to school.

Positive and nurturing relationships ensure children typically follow routines that are rooted in high expectations. Staff are positive role models and, as a result, children behave well and have a clear sense of belonging. For instance, they warmly include new adults in their play and talk to them about their 'farm shop' home corner. Children have positive attitudes to learning and, with the ongoing support of staff, they are beginning to show promising levels of perseverance. Staff understand and consider each child's uniqueness and make reasonable adaptations to maintain high expectations of behaviour that reflect the children's ages and stages of development. Any disputes are promptly dealt with. The clear boundaries set by staff offer a fair and nurturing response, which children are responsive to.

Children are independent in their sleep routines, which is fostered by secure relationships and careful monitoring by staff. For example, children lay on their beds, listen to music and happily settle down to sleep.

Children's welfare and wellbeing: Expected standard

Leaders and staff have a precise knowledge and understanding of the children. They build trusting relationships and regularly ask children how they are feeling. For example, children who are upset are promptly given the support and care they need to recognise and manage their emotions. Staff encourage children's independence skills. For example, younger children are beginning to put their own shoes on, and older children cut their own fruit at snack time. While children are eating, staff closely supervise. Children take part in regular learning opportunities that teach them how to look after their bodies. For example, they wash their hands before eating. This creates a solid foundation of adopting healthy habits. Staff vigilantly ensure that children's dietary requirements are closely followed while typically ensuring a balanced diet. A place-mat system is used effectively on tables, which supports newer staff to learn systems quickly and effectively.

Individualised consideration is given to settling children. Leaders make every effort to give them a calm and positive early experience. For example, if children become upset, staff offer caring support until they feel more settled. Parents express full confidence in staff's care, noting that staff understand their child's routines, preferences and needs. Leaders and staff ensure that each child, including those with special educational needs and/or disabilities and those known, or previously known, to social care, feels safe, valued and supported, reinforcing children's sense of belonging.

Leadership and governance: Expected standard

Leaders cultivate collaboration among staff, parents and external professionals through supervision processes. They hold the children's best interests at the heart of all they do and strive to offer them opportunities to support their individual learning needs. Leaders have a clear approach to supporting children with barriers to learning. For example, children with special educational needs and/or disabilities and those who are known, or previously known, to social care gain swift support from external agencies. Interventions are promptly in place, and funding is used to close gaps effectively. Parents are kept well informed and are well supported by leaders to continue their children's successful learning and development. Parents share their gratitude for the ongoing support leaders provide. This further secures partnerships that enable children to achieve and thrive.

Staff report feeling supported through an open-door culture, regular check-ins and tailored training opportunities. For example, staff choose professional development to further support children's changing needs. This develops staff confidence and competence, ensuring children receive safe, attentive and knowledgeable care.

Leaders are reflective. They evaluate the setting's practices and implement initiatives that drive improvement through ongoing development, for example through redesigning the outdoor learning environment. Leaders have a clear action plan forecasting the goals for the coming years and are ambitious in their aspirations. This impactful approach reflects the dedication to care, teaching and support for all children, their families and staff.

Leaders make positive links within the local area. They reach out to local schools to support transitions for children who are reaching the end of their journey with them to ensure they have the best possible start to school. Leaders show a willingness to secure excellent outcomes for children in their care.