Little Toes Day Nursery Mansfield

Inclusion: Expected standard

Leaders and staff work closely with parents and carers to gather information before children start, to put in place adaptations such as making changes to their menu to support children's allergies, intolerances and preferences. They also identify and assess children's needs well from their own observations, sharing this information with parents to support possible referrals. They know to work with other agencies to put in place consistent strategies to support children's individual needs. Leaders and staff help reduce barriers to children's learning. For example, they plan activities based on their needs, such as placing resources strategically to support babies to pull themselves up. Generally, staff also adapt their teaching to support children, particularly for those children with special educational needs and/or disabilities (SEND). For instance, they use signs alongside words to support their communication and language skills.

Leaders use early years additional funding to support the needs of children. They have put in place resources of interest to support children to sustain attention. They have also funded training for staff members to build on their knowledge on how to support children with SEND.

Generally, leaders and staff put in place adaptations to support children's welfare and wellbeing, such as changing routines during drop offs, to support children to settle after a period of time away. They also support children in times of change through implementing consistent routines and resources, such as when having a new sibling. Leaders and staff also support those children previously known to social care by signposting advice to parents and promoting positive attendance through regular check ins.

Curriculum and teaching: Expected standard

Leaders and staff work well as a team to establish an ambitious curriculum for the children in their care. They have a particular focus on building children's communication and language skills, due to the needs of the current children. Staff model new vocabulary, narrate children's actions in the moment and ask a variety of questions. However, from time to time, staff do not consistently give children enough time to respond to their questions to further their language skills.

Staff plan activities to build on children's knowledge, skills and understanding. For example, older children learn about parts of a plant when exploring basil. Babies explore different textures during story times, such as smooth and rough. Staff adapt their language using gestures, signs and simple words for babies, and longer sentences for older children. They also adapt their teaching to support the needs of the children, such as introducing key words in children's home language, alongside English, when they first start at the setting. However, on occasion, staff do not consistently extend children's learning, such as expanding on children's comments, adding new knowledge.

Typically, staff develop children's mathematical language and understanding. They compare and describe sizes, such as 'big' and 'small'. They regularly count, such as counting children before going outdoors or the steps on the climbing frame. Staff introduce numbers to match to the quantity through jigsaws, where children also develop their spatial awareness.

Achievement: Expected standard

Children make positive progress in all areas of learning from their different starting points. Children develop their communication and language skills well. They join in with words and actions during regular singing of nursery rhymes. Babies enjoy choosing an animal that represents a song to sing next. Older children enjoy singing when transitioning into the outdoors. Children develop a love of reading, where they listen to stories regularly and access books independently, looking at the pictures and turning the pages. They build on their interests, such as learning different names of dinosaurs and their features, when reading a favourite book.

Children develop their smaller muscles through many opportunities. For example, older children learn to cut using scissors, and babies enjoy strengthening their muscles through shaking musical instruments and dancing with rainbow scarves. During mealtimes, older children learn to self-serve to prepare them for future independence, but also through activities such as tipping and pouring in the sand. However, children are not consistently given enough time to respond to questions or extend their learning further to make even better progress.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff implement and embed routines which children follow. For example, older children know where their belongings go, and babies know to get ready for snack after their singing time. Children also develop independence through having a go at putting on their coats and shoes. They develop resilience, as, typically, staff encourage children to try again or model how to achieve an intended outcome. Staff positively praise children's efforts and independence. Children have positive attitudes to learning. Leaders and staff promote attendance and punctuality, and follow up any unexplained absences in a timely manner with parents. This helps keep children safe. Children also learn how to take safe risks. For example, staff talk about how to safely use scissors and climb outdoor play equipment. They explain what might happen to support their understanding. Staff give clear and simple instructions for children to follow. For instance, older children listen carefully and hold on to the banister when walking down the stairs, and wait for the gate to be closed before they can freely access the outdoor provision.

Typically, children are supported well to maintain the expectations of the setting through following their interests, such as throwing. Staff plan activities, or in the moment, implement outdoor games to support children in developing a new skill. Generally, children play alongside their peers well, encouraged by staff. For example, children give traffic light signals when their peers are driving a toy car. They develop their social skills well.

Children's welfare and wellbeing: Expected standard

Typically, staff support children to develop healthy habits. They have daily access to the outdoors, where children learn to move in different ways and develop a positive attitude to exercise. Children enjoy eating a nutritious diet, organised by leaders where adaptations are made for children's needs, when necessary, such as intolerances. Staff also adapt their teaching to support children to sit safely while eating, particularly for those children with special educational needs and/or disabilities (SEND). Older children learn and talk about what ingredients are used in making their meals. Children develop their independence during mealtimes, such as self-serving their own food and using cutlery to self-feed. Staff also support positive hygiene practices, where children know to wash their hands before eating.

Leaders and staff support children's wellbeing. They offer flexible settling-in sessions before children start, finding out from parents vital information about their children's needs and interests to put in place adaptations, when required. For example, staff put in place a familiar nursery rhyme in children's home language to support them to nap. During transitions within the nursery, staff gain further up-to-date information from parents, while informing them of changes to their child's key person. Leaders plan further support for those children with SEND, by allowing further time with the previous key person in the unfamiliar room.

Leadership and governance: Expected standard

Leaders and staff have developed positive relationships with parents and carers, where they share updates on children's day, their learning and any concerns. This supports possible learning at home and promotes working collaboratively to support the individual child. For example, staff share with parents consistent strategies to help during toilet training or support making referrals. Leaders ensure information on children's learning is also shared with staff within the setting during transitions from one room to another. Additionally, they share this information and any concerns with schools. Overall, this supports continuity in care and education.

Leaders support staff well in their professional development. They arrange regular meetings where staff share their passions in further training to support the current children in their care. Typically, staff use knowledge from training to put in place changes to support children's needs. For example, when staff attend a training session on how to support those children with special educational needs and/or disabilities, they adapt their interactions to use simple language, and put in place sensory elements to meet their needs. Leaders also support staff's wellbeing through regular check-ins and open communication. Leaders are aware of their setting's strengths and areas of improvement. They have recently strengthened their induction process to support staff interactions with children. Leaders work well and are on a journey of embedding consistently high-quality teaching throughout the setting.