Little Thinkers @ Meon Way

Inclusion: Expected standard

Leaders gather information from parents and carers when children first start. They use observations and assessment to identify those who may need additional support. Children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are identified promptly. Leaders work with parents and a range of professionals to reduce barriers to learning and wellbeing. Where needed, children benefit from timely referrals and targeted support.

Children with SEND are supported to take part in routines and learning. Key-worker groups and structured support to help develop attention skills, support these children to engage alongside their peers. Children build attachments with staff, which support their emotional wellbeing and help them settle and transition confidently. However, at times, teaching is not matched precisely enough to children's individual learning needs. Some activities move on too quickly, and staff do not always focus sharply on what children need to learn next. As a result, some children disengage from learning.

Leaders make effective use of additional funding to support disadvantaged children. Funding is used to purchase resources linked to children's interests. This helps to strengthen engagement and supports play. Additionally, leaders work collaboratively with children's social care to support vulnerable children and families. Parents value the trusting relationships with staff.

The setting reflects the diverse community it serves. Children's home languages and cultures are valued and reflected in practice. For instance, children take part in sandwich-making activities, using ingredients from a range of cultural diets to celebrate the wider community.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that is typically responsive to children's interests. They meet regularly with staff to review children's learning and development. They provide training, including support for special educational needs coordinators. Leaders monitor practice through observation and offer feedback to staff. This supports ongoing improvement.

The curriculum sets out clear intentions for what children should know and be able to do. For instance, children learn about life cycles while observing caterpillars, selecting favourite minibeasts from books and creating linked artwork. Communication and language are prioritised, particularly for children who speak English as an additional language (EAL). Mathematical learning is often embedded well through day-to-day opportunities, such as counting segments in oranges.

Teaching is typically delivered through key-group activities. Staff model language and introduce new words such as 'opposite' and 'juicy' to support vocabulary development and understanding. Teaching supports learning across different areas of the curriculum. However, opportunities to extend children's thinking and deepen understanding are not always maximised. During play, staff's interactions are generally positive, although they are not always consistently effective in extending learning or promoting sustained play.

Children with special educational needs and/or disabilities and those who speak English as an additional language are supported well in small-group activities, which promote communication and attention. Staff know these children well and provide appropriate support to help them take part in learning. While inclusion is generally positive, opportunities are not yet fully consistent across the setting, and provision is not always adapted precisely enough to ensure that learning builds securely over time for all children.

Achievement: Expected standard

Typically, children achieve well and make progress from their starting points. Children confidently listen, respond and interact with others. They follow routines and talk about their feelings, while using resources such as emotion cards and stones. Children develop coordination and muscle strength through running and using ride-on toys. Children are generally well prepared for the next stage of learning. They demonstrate independence during arrival, hand-hygiene procedures and snack-time routines.

Children show positive attitudes to learning. They develop an interest in books during story-time activities, experiment with mark making and practise counting in sequence. They also learn to respect the wider world. For instance, children help to clear rubbish from local beaches. Children with special educational needs and/or disabilities make adequate progress from their starting points. However, they are not always included well during group learning, alongside their peers. This means they do not always benefit fully from shared learning experiences or develop learning as securely as they could. Children who speak English as an additional language make suitable progress in communication and language.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are positive role models for children. They demonstrate positive behaviours through respectful language and manners. Leaders monitor practice through regular observations and provide feedback to staff. This supports the development of regular routines and expectations across the setting.

Children learn and follow established routines. This helps them to feel secure and confident in the environment. On arrival, they identify their peg, put away their belongings and select activities before joining whole-group activities. Throughout the day, children follow familiar procedures, such as lining up, washing hands, serving drinks and choosing where to sit. They show kindness and responsibility, such as helping peers find seats and preparing resources for snack time. Generally, children demonstrate positive attitudes to learning, such as showing enjoyment as they create 'magic potions', during free play.

Staff are warm, nurturing and have established secure relationships with children. All children seek comfort and support from staff, when required. Leaders promote attendance through clear communication with parents and carers, sharing expectations and following up on any absences appropriately. Children with special educational needs and/or disabilities and those who speak English as an additional language, benefit from trusted relationships and some targeted support. Children generally engage well in activities. Overall, behaviour and routines are well established.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing through a well-established key-person system. This helps staff to build secure relationships with children and their families. Regular team meetings support staff to share information about children's needs. Mandatory training helps staff maintain a secure understanding of their safeguarding and welfare responsibilities.

Children demonstrate that they feel safe and emotionally secure. They separate confidently from their parents and carers. They generally settle quickly into routines and interact positively with staff and peers. Children use resources linked to emotions to communicate how they are feeling and seek out reassurance from trusted adults. Warm and nurturing relationships help children develop a sense of belonging within the setting. Children with special educational needs and/or disabilities and those who speak English as an additional language are supported by staff who help them feel secure.

Leaders typically promote healthy lifestyles. They provide healthy snacks, including fruit, and encourage families to provide balanced lunches. However, this remains an area for further development. Children benefit from regular opportunities for fresh air and exercise and develop secure hygiene routines, such as handwashing. Additionally, leaders work closely with staff and parents to minimise risks associated with food allergies and intolerances.

Leadership and governance: Expected standard

Leaders have a secure understanding of the community they serve. They have created a welcoming and typically inclusive environment for children and families. They reflect on the quality of the provision through regular discussions with staff and feedback from parents and carers. Leaders have identified improving healthy lunch choices as a priority and are seeking further guidance from other settings who have success in this area.

The setting is a registered charity and part of a small family of nurseries. Senior leaders provide ongoing oversight and support through regular visits to the setting. Staff speak positively about the support they receive and comment that leaders are approachable and responsive to their wellbeing. Regular meetings help staff to evaluate their practice and manage their workload.

Leaders support staff's professional development through training, such as around supporting children with special educational needs and/or disabilities. This has strengthened staff's understanding of inclusive practice and targeted support. However, leaders have not yet ensured that all staff consistently apply this knowledge to deliver teaching that is precisely matched to children's individual learning needs, including through well-sequenced and consistently delivered learning across the curriculum.

Leaders have established positive partnerships with parents. Staff share children's learning and development through an online platform. Leaders have established close links with the local community. For instance, children benefit from intergenerational learning through visits to local care homes. This helps them develop respect and understanding of others.