Little Strides Nursery

Inclusion: Strong standard

Leaders create an inclusive culture in which staff identify children's needs carefully and act when they notice barriers to learning or wellbeing. Leaders and staff work closely with parents and carers, local authority professionals and other specialists to agree appropriate support.

Staff identify and make thoughtful adaptations for children with special educational needs and/or disabilities (SEND) and those who experience barriers to their learning, such as moving from one room to another. They give children additional time, offer calm reassurance and allow them to move when they are ready. As a result, children manage transitions with increasing confidence and independence. Staff also adapt the provision for children, who are developing their gross motor skills. They provide safe opportunities for children to climb and balance, while managing risk carefully so that children do not lose valuable opportunities to learn. For example, staff remain close by as children practise these movements, offering support when needed while allowing them to develop balance, coordination and physical confidence.

Staff consider children's development across the areas of learning rather than viewing individual needs in isolation. They use children's interests to encourage communication, interaction and sustained engagement. This helps children become more involved in activities, form stronger relationships with familiar adults and communicate their needs and choices more clearly.

Leaders review progress, draw on professional advice and adapt support as children's needs change. As a result, children with SEND or those with barriers to their learning make clear progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have developed a purposeful, play-based curriculum that reflects what they want children to learn. Staff understand the purpose of activities and increasingly connect learning across the day. For example, staff help children to plant seeds, discuss what plants need to grow and revisit this learning through the story of 'Jack and the Beanstalk', conversation and imaginative play. During toothbrushing, staff use this routine to reinforce counting, independence and children's understanding of how germs can spread.

Teaching is strongest when staff follow children's interests and respond to what they are doing. Outdoors, staff extend sand and water play through counting and mathematical language while allowing children to explore independently. Staff also adapt teaching for children with special educational needs and/or disabilities or those experiencing barriers to their learning as they adapt activities, expectations and the environment so that they can participate successfully.

However, the quality of teaching is not yet consistently strong across all parts of the day. Some staff interactions with babies do not extend communication and language sufficiently. In addition, during toddler's mealtimes, staff miss opportunities to promote conversation, independence and learning. Leaders recognise these areas for development and are supporting staff to make these interactions more purposeful.

Achievement: Strong standard

Children consistently make secure progress and increasingly use what they know across different experiences and routines. Older children are well prepared for school. They develop the independence, confidence and social skills they need for their next stage of learning.

Children remember and apply previous learning. For example, after planting seeds, they later talk about what plants need to grow and connect this to the story, 'Jack and the Beanstalk', and their imaginative play. Children use mathematical knowledge naturally during play, including counting, comparing and using number language.

Children with special educational needs and/or disabilities or those experiencing barriers to their learning make clear progress. For example, staff recognise when children need additional support to take part in familiar self-care routines, such as toothbrushing. They give children time to become familiar with the routine and provide patient, consistent one-to-one support. As a result, children who were previously reluctant to take part grow in confidence, become more independent and participate successfully in everyday self-care.

Children consistently develop useful knowledge, skills and confidence that prepare them well for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders prioritise consistent expectations across the setting. They observe practice, give staff feedback and provide professional development to strengthen a shared approach to behaviour. As a result, children respond well to the clear expectations that staff establish across the setting. Familiar routines help children understand what is happening next and support them to manage transitions calmly. For example, children move confidently between play, tidying, handwashing and toothbrushing because staff used consistent prompts and reinforce expectations in a calm manner.

During group time, children wait for their turn to choose a song and join in with familiar actions. When children move forward too soon, staff calmly remind them to wait. Children follow these expectations and respect each other's choices. Staff promote positive behaviour through warm relationships and timely support. When outdoor play becomes overly boisterous, staff redirect children effectively into another activity without disrupting the wider group. Children show positive attitudes to learning by making choices, joining group experiences and sustaining interest in activities that appeal to them.

Staff adapt routines for children with special educational needs and/or disabilities or those experiencing barriers to their learning. They give children extra time, reassurance and individual support so that they can participate successfully alongside their peers. Teamwork is a notable strength. Staff communicate clearly when taking children to the toilet or stepping away briefly, helping supervision and routines remain well organised.

Leaders promote regular attendance and punctuality. They expect parents and carers to tell staff when children will be absent or late. Staff promptly follow up unexplained absences and contact emergency contacts when necessary.

Children's welfare and wellbeing: Strong standard

Leaders place children's physical and emotional wellbeing at the heart of daily care. Staff know children well and respond sensitively to their individual needs. For example, staff recognise when babies need additional support to settle and feel comfortable during familiar routines, including mealtimes. They offer comfort, reassurance and consistent care to help babies feel secure. As a result, babies become more settled, eat with greater confidence and increasingly seek out familiar adults for comfort and affection.

Staff help children develop increasing independence in caring for themselves. Children wash their hands independently and older children take part in regular toothbrushing. Staff explain why children should not share toothbrushes and help them understand how germs can spread.

Children benefit from freshly prepared meals and careful management of dietary requirements. Leaders use clear systems, including children's photos, colour-coded plates and individual dietary information, to help staff identify specific needs. When families provide food from home, staff keep this separate and follow agreed arrangements carefully.

Staff successfully implement meticulous arrangements to ensure that children remain safe while sleeping. They maintain clear sleep spaces, position babies appropriately and supervise children carefully.

Across the setting, attentive care and responsive relationships help children feel secure and support their physical health, independence and emotional wellbeing.

Leadership and governance: Strong standard

Leaders have brought clear direction and sustained improvement to the setting. A significant priority has been reshaping the curriculum so that it is more play based and responsive to children's interests. Staff understand this approach and describe how leaders' observations, feedback and professional development have helped them improve their practice. They view leaders as approachable and supportive. Leaders regularly observe practice, identify areas for development and provide training that reflects the setting's priorities

Leaders have embedded their expectations across the team. During periods of leadership absence, staff maintain established routines, expectations and improvements consistently. This demonstrates that the setting's approach does not depend on one individual.

The provider and leaders are highly visible and know children and families well. Children confidently approach them, involve them in play and seek interaction. Parents speak positively about communication, daily handovers and leaders' responsiveness.

Leaders continue to evaluate the provision and act on areas they want to strengthen. They have invested considerably in the learning environment, transforming the garden into an inviting, natural space that makes effective use of the outdoors in an urban location. Children grow plants and vegetables, explore natural materials and use open-ended resources for imaginative and physical play. Leaders are considering further investment to extend opportunities for physical development. They have also increased outings for children, reviewed communication systems for families and continue to develop staff confidence and curriculum knowledge.