Little Swanswell Nursery

Inclusion: Strong standard

Staff consistently ensure that any barriers to learning that children may face are swiftly identified and effectively addressed. Each child has specific targets and next steps that support them to make rapid progress in their learning from their various starting points. Staff utilise highly specialised strategies and techniques to support children with complex needs. Staff ensure that all activities are inclusive. They rigorously monitor the children's progress and work closely with parents to share key information and next steps. Staff receive training specific for their roles, and they use their expert knowledge and skills to successfully close gaps in children's development. They work closely with external professionals and make referrals when necessary. Leaders thoughtfully consider the use of any funding, and they accurately assess the impact this has on children's outcomes.

Leaders and staff share a consistent approach in what they provide for the children. They make a demonstrable difference to the health and wellbeing of children with barriers to their learning. There is a strong focus on teaching children about empathy and understanding the experiences of others. This is considered at every level. Staff adapt activities such as sports day so that they are as inclusive as possible. For instance, children wear blindfolds during supervised games to help them learn what it can be like for those who may have a visual impairment. This helps children to build a deep understanding about the feelings of others and what makes them unique.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum and quality of teaching. The curriculum is ambitious and well sequenced. Leaders are keen to continue to drive the improvements they have made since their last inspection. They generally know where they need to continue to focus and are working closely with the staff team to improve teaching even further. The changes and improvements made are not yet enough to raise the quality of teaching to a consistently high level across the whole staff team. Further work is needed as there are still some elements of interactions between staff and children where staff limit learning to what the children already know. Teaching in group activities generally supports engagement, although occasional inconsistencies, such as staff moving away from the resources, results in children lacking support and them losing interest.

Staff regularly and accurately assess children's progress and use this information to plan what they will teach next. Staff know their children well and adapt their learning environment to meet their learning needs. Leaders ensure that the curriculum is typically taught well. Staff support children to learn new skills across the 7 areas of learning. There is a focus on developing babies' communication and language, using stories, songs and rhymes to promote early language. Care routines become learning opportunities, introducing counting and numerical language. Children regularly enjoy music and dance sessions to help develop their vocabulary. Children participate in group activities, where staff teach children about how to work together collaboratively. Typically, staff ask well-timed questions to encourage children to think and problem-solve. All children enjoy daily outdoor play and fresh air with their friends. There are lots of opportunities for children to be physically active in the garden.

Achievement: Expected standard

Overall, children develop age-appropriate skills across the 7 areas of learning. Younger babies meet their physical milestones. They are learning single words and can communicate in a way to be understood. All children demonstrate an understanding of following simple instructions. They help to tidy up and start to feed themselves.

Children are learning to look after their own care needs, such as putting their tissues in the bin after washing their hands. They are eager to learn and explore. They are curious and demonstrate a developing love of books. Typically, older children show respect for their peers and learn to resolve conflicts among themselves. They play collaboratively and share resources as they play with train tracks and dressing-up clothes.

Children with barriers to their learning, those who speak English as an additional language, those who have a communication delay and/or those who are disadvantaged achieve well from their starting points in development. Children are suitably prepared for the next stage of their development and typically make steady progress.

Behaviour, attitudes and establishing routines: Expected standard

Children are happy and settled, and routines are established. There is a real sense of calm in the rooms. This enables a conducive learning environment where children demonstrate a positive attitude towards learning. They are keen and eager to explore and try new skills. Staff implement a steady and graduated approach to children's settling in. Positive relationships form between staff and children. Children quickly build connections and attachments to staff. Staff are responsive and recognise if children are tired and hungry. They adapt the routine to meet their individual needs. Staff delegate tasks to one another, work well as a team and are good role models of behaviour. Leaders prioritise children's attendance, and this ethos is shared with children's families. This helps establish positive routines ready for school.

Most staff typically manage behaviour appropriately. They are calm in their demeanour and explain the impact unwanted behaviour has on others. Not all rooms have these expectations embedded into their daily practice. While these staff address unwanted behaviours quickly, they do not always follow through with clear expectations to ensure that children fully understand how and why to behave well.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. All staff have a secure understanding of children's care needs. Children learn about healthy habits, for example why eating too much food is not good for them. Staff gently remind children how to use the equipment correctly, particularly when handling knives safely for children. The on-site cook provides children with healthy home-cooked meals, and staff encourage children to make healthy choices if they bring in food from home.

For children with special educational needs and/or disabilities or other barriers to their learning, staff use visual aids and a calm approach to support them during nappy-changing time. Staff meet the personal care needs of children with dignity and respect. Staff approach each child calmly, ask for consent and show them the nappy. They gently guide the children to the nappy-changing area. They use this time to quietly interact with the children, supporting their communication and language.

Children build secure relationships with staff and their peers. They demonstrate they feel safe and secure in nursery. All children enjoy daily outdoor play, and they have access to fresh drinking water. Staff follow safe sleep and safe eating guidance, closely monitoring and supervising as children eat and sleep. This all has a positive impact on children's wellbeing.

Leadership and governance: Expected standard

Leaders have accurate oversight of the strengths and their priorities for improvement of the nursery. They have taken positive and proactive steps to make improvements since their last inspection. Staff complete training specific for their roles. They say they receive support to progress their careers and increase their responsibilities. Leaders and staff are passionate about children making the best possible progress during their time in nursery. Leaders prioritise support for the most disadvantaged children. They work closely with parents and carers to provide additional support and help should they need it.

Leaders prioritise staff's wellbeing, and workloads are manageable. Leaders engage with local authority advisers and other professionals to help sustain improvements. Staff feel valued and listened to. They feel supported to raise concerns and offer feedback. This results in a happy and motivated staff team that is striving to do its best. Leaders have reflected on previous experiences and use these as a positive to make improvements. Leaders have an appropriate action plan, but further precision is required to target the areas for improvement. There are still improvements to be made across the provision to raise standards further so that children receive a consistently high-quality education.