Little Stars Nursery

Inclusion: Strong standard

Leaders highly prioritise the individual needs of children. They identify needs early on in relation to special educational needs and/or disabilities (SEND), where children are known or have been known to children's social care or where they may face other barriers to their learning and wellbeing. This helps to ensure inclusive provision for all children.

Consistent monitoring of children's progress helps staff to quickly assess individual learning needs. They make precise decisions about what children are ready to learn and what they intend to teach. Where children are disadvantaged or in receipt of additional funding, careful consideration ensures that funding is spent to support them in the best way possible. Funding is used to purchase resources to engage children in learning, develop their understanding of emotions and learn the words to express themselves, for instance. This has had a particularly positive impact on the behaviour of some children.

Staff make focused adaptations, considering activities and routines, so that all children can access these and be involved. This helps to reduce barriers to their learning, development and progress. Staff have a wealth of knowledge and experience, gained through high-quality and extensive training. They understand the pathways for referral and where to seek support. Through effective liaison with parents, carers and other professionals, staff with responsibility for SEND expertly advise and provide colleagues and families with guidance. For instance, they offer support on the use of additional programmes to help children make as much progress as possible. As a result, children make excellent and rapid progress from their starting points. For instance, some children no longer require additional support in communication and language due to these successful interventions.

Curriculum and teaching: Strong standard

The curriculum for children's learning is fully embedded and designed precisely to meet the learning needs of each child. Staff have a secure knowledge of child development and have high expectations for what children can achieve. Adaptations are made to ensure that all children, including those with special educational needs and/or disabilities, those who are disadvantaged, those that are known or previously known to children's social care and those who face other barriers to learning, gain the most from their time in the nursery.

Staff make effective use of the information they gain from parents and carers when children first start. They use this information, along with their own observations, to find out what children already know and can do. This helps staff to make precise decisions about what children are ready to be taught, which builds on their prior learning and experiences. Staff are innovative in their approach. They are dedicated to providing consistently high-quality teaching, which helps build on children's experiences, skills and understanding. For example, during routine tasks, staff consistently promote children's independence, such as during mealtimes, handwashing and removing outdoor clothing. Staff provide repetition, time, clear explanations and demonstration at the level that each child needs. They know and understand the importance of sequencing learning that builds on children's skills over time. For example, when dressing in clothing step by step, children begin to do this instinctively for themselves, receiving praise for their achievements. This helps to build on their self-esteem. As a result, children often exceed typical developmental expectations to manage self-help tasks for themselves.

Achievement: Strong standard

Children become self-motivated learners. They are excited to join in play with their friends. For example, they sit to make marks and talk about their drawings with their friends. They are animated and excited to talk about a rocket they have drawn and point out where the fire is when it is ready to launch. Pre-school children show very positive and kind behaviours. For example, they show care and concern for their friends, asking each other, 'Are you ok, do you need anything?' Toddlers know when to use their manners, saying 'please' and 'thank you', for example. They respond well to gentle reminders and praise when they behave well.

All children develop a wide vocabulary and understanding of words over time. They hear many words spoken clearly and repeated in context. For instance, babies name the toy animals they find. They giggle when staff make the animal sounds and tickle them while singing well-known rhymes. Children respond well to questions, taking time and using their own thoughts and ideas. Children who have special educational needs and/or disabilities receive specific support while they engage in play and conversation with others. Over time, they gain confidence and begin to build their vocabulary and use the words they know. This helps children to express themselves well to adults and their peers in preparation for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders work with staff to make adaptations for individual children, for example, to create calm and inviting open spaces where they can become engrossed in play and learning. They ensure that each child's day is filled with high-quality learning experiences. Staff use well-established routines alongside play activities to ensure children develop the skills and understanding they need. Children learn to manage their personal care and self-help tasks, have fun and develop positive attitudes to learning. This helps to raise their self-esteem and ensure positive wellbeing. Children learn how to keep themselves safe and healthy. For example, they learn the importance of hygiene routines through the guidance and explanations provided by staff.

Close relationships between children and staff are evident. Children are eager to speak with staff and involve them in their games. Children's achievements are regularly celebrated in the setting and with their families. Staff keep parents and carers updated about what needs to come next in their children's learning. Leaders support families to bring their children to nursery regularly and promptly so they gain the most from the experiences on offer. Parents comment on how much their children enjoy attending. They particularly mention the dedicated forest school area, where children learn about growing food and caring for plants and wildlife.

Children's welfare and wellbeing: Strong standard

Leaders design a programme of events for each family before children start. This helps to build relationships from the outset. Staff know children and their families extremely well. They understand children's likes, dislikes and preferences for play. Staff use this knowledge to make adaptations to their interactions with each child. This helps to ensure children's understanding and sustains their engagement in purposeful play and learning. For children who face barriers to learning, staff plan exciting experiences to help engage and involve them alongside their peers. They support children to engage comfortably and talk about what they see in the pictures of a favourite book. This helps to remove anxieties and helps to develop children's confidence and self-esteem as they find learning to be fun. Older children make friends and play cooperatively and imaginatively together. For example, they ride a shared bicycle, taking others on a journey around the garden. Children recognise when it becomes difficult and instinctively seek to help by climbing down to help push the vehicle around the garden. Staff support children with reminders that help them to understand how to keep themselves safe.

All children enjoy singing together, with enthusiastic support from staff. Children make choices about the songs they sing and the animals that they include in the songs. They excitedly roar and follow the actions that staff demonstrate in a familiar song. Babies enjoy looking at books independently and with staff. They pat the pages excitedly when they find the objects that staff talk about. This helps to build young children's enjoyment and love of books and stories.

Leadership and governance: Strong standard

Leaders use their knowledge of children and their families to make informed professional decisions, ensuring the welfare of all children. They provide tailored experiences, enabling every child, including those with special educational needs and/or disabilities (SEND), those known to children's services and those facing other barriers to their learning, to receive high levels of care and education. Leaders consult with parents, carers and staff and hold regular events for parents to attend and be involved in their children's learning and development.

Leaders are committed to supporting staff's progression. They have developed a reflective and supportive culture within the staff team. Staff are consistently given time to reflect on their practice, support to try innovative approaches and time to reflect and discuss amendments needed to further benefit children. Leaders consider staff's wellbeing and workload as a high priority. Staff consistently complete mandatory training and additional training to support their practice. For instance, new initiatives help broaden their understanding and strengthen their skills and approaches. Staff receive the support they need to continue their professional development and expertise in the direction of their interests, such as in management, safeguarding and SEND.