Little Sparks Wardle

Inclusion: Expected standard

Leaders understand their children and have high expectations for all of them. They typically identify children's needs swiftly and accurately. Leaders use regular assessments to plan precise next steps and carefully measure the progress children make. They share this information with parents and carers, who say their children feel included and enjoy coming to nursery. Staff support all children well, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning and/or wellbeing. This helps to reduce any barriers in children's learning and helps them to generally make progress from their starting points.

Staff welcome all children, including those with SEND and who are known or previously known to children's social care, into this inclusive setting. Leaders use additional funding wisely and creatively to support the needs of children and their families. They purchase toys and equipment for all children to enjoy. Leaders employ additional staff to support children and to ensure their individual needs are met. They involve the nursery in local community events. Staff support families in practical ways and signpost them to local agencies who can help them. This helps families to feel supported and to develop a sense of identity and belonging. However, not all children can access all areas of the outdoor provision. This means some children do not feel included and their progress is hindered.

Curriculum and teaching: Expected standard

The unique curriculum is carefully designed to typically meet the needs and interests of all children, including those with special educational needs and/or disabilities. It clearly builds on what children already know and can do. Leaders have a clear plan of how to develop the curriculum further to ensure it is matched even more closely to each child's individual learning needs. Leaders meet regularly with staff to discuss the progress of their key children. This means all children, including those who may face barriers to their learning and/or wellbeing, make progress from their starting points.

There is a clear focus on children's communication and language and personal, social and emotional development. Babies enjoy cuddles and look at books with staff. They crawl through tunnels and giggle as experienced staff say 'peekaboo'. Older children sit and listen well to stories, joining in with actions and repeated lines. This helps children learn to focus on what is important and develop a positive attitude to learning.

Children typically develop their mathematical skills well. Babies sing number rhymes and count bubbles. Older children talk about shapes and colours as they glue and stick book covers. They use tape measures to measure how tall they are, using words such as 'taller' and 'bigger'. This helps children to grow in confidence and prepares them for the next stage in learning.

Achievement: Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, are typically prepared well for their next stage in learning. Babies smile as they sing nursery rhymes and crawl through tunnels. Younger children giggle as they decorate their individual book covers. They jump with excitement and splash the water with their hands as they feed the dinosaur with a spoon. Older children grow in confidence as they use rulers and tape measures to measure toys in the role-play area. They work together and build tall towers inside. Children laugh as they mix paint colours and paint a dinosaur outside. Children with special educational needs and/or disabilities, including those known or previously known to children's social care, generally receive the support they need to achieve. Children develop a positive attitude to their learning and typically achieve well from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children. This includes those children with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Children understand what is expected of them and typically follow the nursery rules. Leaders make careful adjustments, which helps children to feel included. Staff are extremely positive role models and teach children to respect others and to be kind. Children learn how to take turns and use positive manners. This helps children to feel secure and settle quickly. However, not all routines support children's behaviour and learning in a positive way. For example, older children sit for longer periods of time than is necessary during lunchtime transitions. This means some children get bored and staff do not make the most of this learning opportunity.

Leaders promote the importance of punctuality and attendance. They follow up on any absences and are building effective relationships with their families. Leaders have robust systems in place and work with external agencies to help keep all children safe. They signpost families to support networks and run regular parent meetings. Leaders understand the importance of informing parents and carers of any new staffing changes. This helps to strengthen home links in children's learning.

Staff teach children how to focus on what matters. Babies watch carefully as staff sing to them and use different facial expressions. Older children concentrate as they roll balls down the pipes. They count them as they fall and run after them, laughing with delight. Older children concentrate as they use the till and telephone in role-play activities together. These interactions help children to learn the skills they need to prepare them for their next stage in learning.

Children's welfare and wellbeing: Expected standard

Children, including those who may face barriers to their learning and/or wellbeing, typically enjoy daily access to outdoor learning. Staff typically support children's physical skills well. Children run, ride, crawl, jump and pour water outside. They roll balls down drainpipes and feed water to a pretend dinosaur. However, not all children are able to access all of the outdoor activities available. This is because the environment does not consistently support their individual learning needs and stage of development.

Leaders have a clear focus on children's welfare and wellbeing. They have considered children's needs every step of the way when taking on a newly appointed staff team. Leaders have developed a clear plan to support the needs of their children. Staff have taken part in behaviour training, and children understand what is expected of them. This helps children to feel secure and develop a sense of belonging.

Children learn about making healthy choices and how to lead healthy lifestyles. Babies feed themselves using spoons and select their own drinks. Young children learn about the importance of brushing their teeth. Older children serve their own food and pour their own drinks. Children enjoy nutritious and freshly prepared meals. Staff manage children's allergies and food preferences well. They follow robust hygiene practices and ensure children are healthy and safe. Children learn to make choices, which helps them to develop confidence and self-esteem.

Leadership and governance: Expected standard

Leaders have an effective understanding of their setting, their families and its context. They acknowledge the challenges of having a new staff team and are working closely with families to keep them informed. Leaders are reflective and are swift to identify areas for development. Leaders have a clear vision of how to move the setting forward to benefit the children in their care. All children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning and/or wellbeing, make progress from their starting points.

Leaders work with external agencies and regularly update parents and carers on their children's progress. They offer parents' evenings and informal meetings, where families can meet the staff and talk about their children. Parents comment on how well staff keep them informed and say the staff are 'great' and they 'cannot fault them'. They talk of how their children 'absolutely love' the setting. Links with the local community ensure families receive the support they need. This strengthens home partnerships, as well as promoting a sense of belonging.

Leaders have developed a curriculum that clearly builds on what children already know and can do. It follows children's interests and needs. For example, staff introduce dolls into the home corner when families have a new baby. Families can borrow books from the nursery lending library to read at home. This helps children to make sense of the world around them and make links in their learning.

Leaders undertake regular supervision sessions with staff and identify any training needs. For example, staff are trained in supporting children with SEND and in behaviour management. Staff say they feel supported and receive help on ways to improve their practice. Leaders carefully plan full staff meetings to have the most impact on the children's learning and development. This helps to improve outcomes for all children and narrow any gaps in their learning.