Little Tinklers

Inclusion: Expected standard

Staff gather and use relevant information about children's individual needs, including medical and dietary requirements, to ensure that children participate safely in daily routines and learning experiences.

Leaders identify children who may be at risk of falling behind, including disadvantaged children and children with special educational needs and/or disabilities, and put appropriate support in place. Staff use assessment information to identify children's next steps and implement focused action plans to provide targeted support. This helps to put appropriate interventions in place swiftly.

Leaders work effectively with parents and a range of external professionals, including the local family hub, to secure advice and additional support when required. They ensure referrals are made in a timely manner and work collaboratively with other agencies to help reduce barriers to children's learning and development. Leaders also signpost families to wider services, such as dental care and family support, promoting children's health and wellbeing.

Leaders recognise that they can further strengthen their evaluation of children's progress and outcomes by monitoring the impact of their inclusive practice.

Curriculum and teaching: Expected standard

Leaders have designed a bespoke curriculum that draws on a range of approaches. They place an emphasis on outdoor learning and experiences within the local community. For example, children develop a sense of belonging through learning what it means to be Northumbrian.

Leaders enrich the curriculum through visitors and experiences that broaden children's knowledge and understanding. They plan learning that helps children understand the world around them, including the changing seasons. Children enthusiastically plant seeds and talk about how they will grow.

Leaders and staff provide a range of resources and activities that support learning across the curriculum and prepare children, including disadvantaged children and children with special educational needs and/or disabilities, for their next stage of learning. Staff promote children's mathematical knowledge through planned activities and everyday routines. For example, they encourage children to describe the bridges they build using mathematical language such as 'taller', 'shorter' and 'longer'. Staff assess what children know and can do and plan appropriate next steps.

The curriculum is typically taught well. However, during transitions between activities, staff do not consistently maximise opportunities to extend children's learning. Routines are not yet refined enough to ensure that children's engagement in learning is maintained.

Achievement: Expected standard

Children, including those who face barriers to learning, typically achieve well from what they know and can already do when they first start the setting.

Children benefit from caring and attentive staff who know them well and understand what they need to learn in order to make progress and achieve well. For example, children who started nursery unable to walk now cruise confidently using furniture. This is because they receive focused, appropriate support.

Children enjoy playing and exploring in the outdoor area. Younger children choose experiences independently and show curiosity and engagement when playing in the outdoor area. They laugh as they try to catch running water from the large water feature and watch with interest as the water runs down. Children use their fine motor skills and make marks on the ground with chalks.

Children engage positively with adults and show interest in stories. They show effective hand-eye coordination as they build with blocks and magnetic tiles. Children explore sensory materials such as sand and water. These experiences suitably develop children's communication, early literacy, mathematical understanding and physical development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff build warm, trusting relationships with children. Staff act as positive role models. They promote kindness, listening and turn-taking through their interactions with children. As a result, children cooperate well, behave positively and share resources with increasing independence.

Leaders monitor attendance closely and work effectively with parents to promote regular attendance. Staff follow well-established procedures to identify concerns early and communicate promptly with families if attendance declines.

Leaders and staff prioritise the skills children need for developing positive attitudes to learning, and support all children, including those with additional needs, to form healthy relationships. Staff set clear expectations and use strategies to help children understand boundaries and appropriate behaviour. For example, younger children play cooperatively with water outdoors, while older children work together successfully to build towers during indoor group activities.

Staff show an awareness of how to approach children with specific behavioural needs. This supports children to treat each other with kindness and respect. However, routines for transitions between activities are not always implemented consistently. At times, this reduces children's engagement and interrupts the flow of learning.

Children's welfare and wellbeing: Expected standard

Children benefit from a warm, welcoming environment where they show that they enjoy learning and playing both indoors and in the well-designed outdoor area. They are provided with regular opportunities to learn within the local community. These experiences help to broaden children's understanding of the world around them.

Staff teach children how to keep themselves safe and healthy both in and beyond the setting. For example, children visit the local railway station to learn how to stay safe around trains. Leaders and staff implement clear policies and practices that promote children's safety, including during sleep times and mealtimes. Staff apply these consistently. Key workers know their children well and provide effective support that meets their individual physical, social and emotional needs, including for children with special educational needs and/or disabilities.

Leaders and staff provide healthy meals and snacks throughout the day to promote healthy lifestyles. Staff maintain high standards of hygiene and care while meeting children's individual needs. These practices help children feel safe, secure and well cared for.

Leadership and governance: Expected standard

Leaders have high ambitions for all children and remain focused on improving the quality of care and education. Leaders and staff build strong partnerships with external agencies, including the local authority and the local family hub, to access advice and support that improves outcomes for children.

Leaders value staff and consider their workload and wellbeing when making decisions. As a result, staff feel well supported, respected and valued. However, leaders have not yet embedded ways to monitor teaching practice in order to astutely identify areas for improvement, consistently maximise opportunities to extend children's learning, and improve the quality of provision.

Parents speak highly of the setting and appreciate the care and support their children receive. They recognise the progress that their children make, particularly in communication and social development. Parents also value the positive relationships that staff build with their families and the support they provide in meeting children's individual needs, including managing allergies and supporting developmental milestones such as toilet training. Leaders and staff work closely with parents and communicate regularly through daily conversations, online platforms, diaries and progress reports. This helps parents understand their children's learning and development.