Little Seedlings Nursery

Inclusion: Strong standard

Leaders prioritise helping children who face barriers to their learning and/or wellbeing. They closely support children who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those known to children's social care. For example, leaders occasionally provide children with a free place when they identify families would benefit from additional support. Furthermore, children from disadvantaged households receive Christmas presents to prevent any inequalities.

The high level of support for children with SEND is what makes this setting unique. Children's individual needs are treated with the utmost importance. Leaders and staff are committed to the early identification of children's needs. They work in partnership with the local authority and outside agencies to get the support children need at the earliest opportunity. Leaders hold weekly meetings to review targets and closely track their progress. Furthermore, leaders share their practice with other providers to help raise improvements across the sector.

Staff use baby sign alongside speech to support understanding. This helps to ensure that all children can express their needs and benefits those children who may have speech difficulties and those who speak English as an additional language.

Curriculum and teaching: Expected standard

Leaders know what they want children to learn. However, in practice, at times, adult-led activities are not always delivered with consistent purpose or planning, so opportunities to extend and deepen children's learning are sometimes missed. Nevertheless, children who face barriers to learning, such as children with special educational needs and/or disabilities, have specific individual plans in place. Staff work in collaboration with outside agencies to help close gaps in children's learning.

Staff interactions are very warm, nurturing and, overall, engaging. They commentate on children's play and expose them to new vocabulary. Furthermore, staff support children's early mathematical knowledge. For example, they regularly sing number rhymes and songs. Staff sing enthusiastically and pause at certain points throughout for children to fill in the missing words. This musical repetition helps children to anticipate patterns and build their working memory.

Staff ensure that children get plenty of fresh air and exercise every day. They make good use of the on-site 'forest school' area, where children thoroughly enjoy splashing in muddy puddles and exploring the natural world. Staff continuously support children's play. For instance, they sit and read books together, while others engage in water play or bug hunting.

Achievement: Expected standard

All children make secure progress from their starting points. For example, they listen, concentrate and take part in a wide range of activities with their friends. Children are confident and curious. They develop increasing independence, such as feeding themselves and removing their socks and shoes.

Children learn to understand words and develop expressive language. This helps them to be capable communicators, equipping children with the skills they need to play cooperatively. However, at times, children do not develop their skills as much as possible during adult-led activities. Children have limited opportunities to build on prior learning and make further progress. Children with special educational needs and/or disabilities receive tailored intervention and regular monitoring, and, as a result, gaps in their development are closing. Overall, children are prepared for the next stage in their learning and transition seamlessly into the next room.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a warm and welcoming environment and foster trusting relationships with children. As a result, they feel safe and secure. Children settle well and freely access the resources. Staff are excellent role models. They reinforce routines through daily practice, including snack time, group activities and outdoor play. Children listen carefully and follow instructions. For example, they are encouraged to help tidy up and wash their hands before they eat.

The key-person system is well embedded and supports children in meeting developmental milestones effectively. Staff are experienced at helping children to manage their feelings and behaviour. For example, children behave typically for their age, and when any unwanted behaviour unfolds, staff swiftly intervene and talk to them about the consequence of their actions and the importance of using 'kind hands'. Staff skilfully use distraction techniques to prevent any escalation of behaviour. Consequently, children play alongside each other well and are developing the social skills necessary to interact positively with others. Leaders have a system in place to monitor attendance closely. They successfully help families to remove barriers to children's learning, ensuring that attendance is consistent.

Children's welfare and wellbeing: Expected standard

Staff form secure attachments with children. When children become unsettled, they confidently seek their key person for comfort and reassurance. Staff know children and their families well and form positive relationships with them. Leaders provide baby and toddler workshops for parents, including on healthy and safer eating, safe sleep and dental hygiene. These sessions equip parents with key information to help keep their children healthy and safe. Furthermore, they source food hampers and clothing for families who require additional support. This contributes positively to children's welfare and wellbeing.

Staff are respectful, compassionate and kind. They sing softly to babies as they rock them to sleep. When it is time to change a nappy, staff will show children a nappy as a reference to ease the transition. This helps to build trust and emotional security.

Overall, staff model good hygiene practices and support children to develop independence. As children grow, they are encouraged to take increasing responsibility for simple self-care tasks, such as putting on their coats and managing their own toileting needs. This helps to build children's confidence and develop a secure sense of physical and emotional wellbeing.

Leadership and governance: Expected standard

The leadership team is highly knowledgeable and passionate about supporting children and their families holistically. It introduces new initiatives and workshops to support parents who have children with special educational needs and/or disabilities. It also reaches out to disadvantaged families, providing guidance, resources and external support. Partnerships with parents are a real strength of the setting. Parents talk proudly about the progress their children are making and are kept regularly informed about their children's learning through an online system. Furthermore, leaders know the setting's strengths and have plans for further development, such as introducing a health visitor hub to help support the wider community.

Leaders hold supervision meetings with staff and check their wellbeing. Staff say they feel supported in their position. They receive regular 'shout outs' in recognition of their efforts, which keeps the team feeling motivated and appreciated. Although staff receive some training to support them in their role, additional training, coaching and closer monitoring of practice would further strengthen staff's knowledge and teaching when delivering the curriculum.