Little Toes Nursery

Inclusion: Needs attention

Leaders do not have sufficient oversight to ensure staff are aware of children's individual needs. They do not monitor the effectiveness of the support in place, to help close gaps in children's learning. For example, leaders typically implement individualised learning plans but these are not consistently shared with staff. This means staff do not always provide children with the targeted support they need and children do not consistently make the progress of which they are capable.

Leaders do not promptly identify when children who speak English as an additional language require additional support with their language and communication development. Consequently, targeted interventions are not implemented in a timely manner. This delays children's progress and limits their ability to develop their understanding and use of English, to communicate effectively with others.

Leaders identify some children who may require additional support to close gaps in learning. They work in partnership with parents and other professionals to monitor children's development. They provide guidance to help parents support their children's needs at home. Leaders adapt their interactions, for example introducing early signs, 'now and next' boards and objects of reference. Leaders use additional funding appropriately, including providing a higher adult to child ratio.

Curriculum and teaching: Needs attention

Leaders have developed a curriculum that builds on what children know and can do. However, staff do not consistently understand the curriculum intent or what children are expected to learn during planned activities. As a result, staff interactions are not always purposeful or focused on extending children's learning. Although staff identify children's next steps in learning, they do not consistently tailor their teaching to help children achieve these. Consequently children, including those with special educational needs and/or disabilities, are not consistently supported to make the progress they are capable of in their learning and development.

Children benefit from plenty of opportunities to be physically active. Older children develop their balance and coordination as they walk along balance beams. Younger children pull themselves up on climbing equipment, helping to strengthen their core muscles. Staff help children to understand the importance of taking turns. For example, when several children want to use a ride on toy, children confidently explain to visitors 'It's my turn in 2 minutes.' This helps children to develop patience and resilience. Children also strengthen the small muscles in their hands as they roll, squeeze and manipulate play dough. Staff introduce words such as 'roll and squish' to help develop their children's language and understanding.

Achievement: Needs attention

Children do not always achieve as well as they could because staff do not have a secure understanding of the curriculum or how to implement it effectively. As a result, their progress is variable. Children who speak English as an additional language do not receive consistently effective support or purposeful interactions. This does not support their language and communication development and limits the progress they make.

Weaknesses in teaching mean that staff do not consistently help children to secure and build new learning. Although some children engage well with planned activities, others become disengaged and wander between activities. Staff do not consistently respond effectively to these children or adapt their teaching to re-engage them and meet their individual needs.

Children develop their physical skills through the variety of activities on offer. They build their balance and coordination as they climb on crates and negotiate space safely while using ride-on toys. Children strengthen the small muscles in their hands as they fill and empty containers with water and make marks with paint brushes. Children develop their independence as they serve their own snacks and put on their shoes before going outside to play. These activities help prepare children for their next stage in learning and school.

Behaviour, attitudes and establishing routines: Expected standard

Staff embed and implement consistent daily routines and children demonstrate they are familiar with these. They follow daily routines confidently, washing their hands before mealtimes and joining in with circle time activities. These well-established routines help children understand expectations and feel secure within the setting.

Staff use positive behaviour management strategies to support children's understanding. They provide gentle reminders about using equipment safely and praise children's efforts. This helps children to build their confidence and sense of achievement. Staff encourage children to take responsibility for the environment by involving them in tidying away activities. For example, children help to put away sorting games once they have finished using them. The environment is calm and staff act as positive role models, promoting kindness, care and respect for others. They consistently remind children to share, take turns and consider the needs of others.

Leaders monitor children's attendance and understand the benefits of regular attendance. Non-attendance is followed up promptly, with welfare checks being carried out when needed.

Children's welfare and wellbeing: Needs attention

Leaders and staff do not consistently ensure food is prepared in line with current safer eating guidelines. For example, they do not always minimise the risk of children choking. However, staff sit with children during mealtimes, providing appropriate supervision. They offer healthy, nutritious snacks and leaders work with parents to encourage the provision of healthy lunch options from home.

Overall, staff build warm, caring relationships with children. Babies seek comfort from staff when needed. This helps them to feel safe, secure and emotionally supported. Children benefit from daily opportunities to enjoy fresh air and physical exercise, which contribute to their health, wellbeing and physical development. Staff teach children the importance of good hygiene by encouraging them to wash their hands before meals. Staff encourage children to serve their own snacks. Children follow these routines confidently, helping them develop healthy habits and an understanding of how to keep themselves well.

Leadership and governance: Needs attention

Leaders do not have sufficient oversight of the quality of education. They do not ensure that staff have a secure understanding of the curriculum and how to implement it. This means children do not always make the progress of which they are capable. Although leaders have a clear vision for the setting, their expectations are not implemented consistently in practice. Monitoring arrangements are not sufficiently robust to identify and address weaknesses in teaching. Consequently, leaders do not ensure that staff consistently build on what children already know and can do to extend their learning and development.

Leaders do not precisely identify staff training needs and areas for professional development. Although leaders carry out regular supervision meetings, these do not focus precisely on specific areas to improve staff practice. Leaders do not carry out regular observations of staff interactions and teaching. This limits their ability to identify weaknesses and provide targeted support to improve the quality of education.

Leaders build positive relationships with parents and keep them regularly informed about their children's experiences through discussions and an online application. They identify gaps in children's learning and develop support plans to meet children's individual needs. However, these processes are not fully embedded due to inconsistencies in staff practice and implementation of planned support.