Little Treasures Day Nursery

Inclusion: Strong standard

High expectations are upheld for every child. All children enjoy rich, tailored and inclusive experiences. Leaders and staff use highly effective identification and monitoring systems. Effective communication with families ensures the swift identification of children's individual needs. Partnerships with parents and external agencies are secure. Staff closely monitor children's progress and deliver well-implemented adaptations and interventions. This enables all children, including those with special educational needs and/or disabilities (SEND), those who speak English as an additional language and those who are known, or previously known to social care, to make consistent progress. Leaders articulate clear examples of how they have supported individual children, such as adapting routines following family changes, increasing emotional support during periods of transition, or tailoring provision and resources to meet children's needs.

Children's medical needs are managed sensitively. There is effective communication around allergies and medication. This builds trust, shared understanding and support, which parents and carers praise. Leaders use early years pupil premium and SEND funding thoughtfully to enhance experiences, resources and increase staffing levels. They provide additional high-quality adult support which results in consistent progress. For example, due to additional adult support and interventions, children with communication barriers now use language effectively, and they speak in full sentences when communicating with others. Staff skilfully adapt their teaching to support next steps in the moment. As a result, all children, including those with barriers to their learning, consistently thrive in their care.

Curriculum and teaching: Strong standard

Leaders have a clear curriculum vision. They have designed a curriculum rich with opportunities for children to build their knowledge and skills across all areas of development. This prepares them well for future learning. Leaders are confident in their skilled practitioners and prioritise high-quality interactions. Children are immersed in a language rich environment. They learn new vocabulary through meaningful and joyful exchange. For example, older children take part in imaginative doctor's surgery role play. They use ambitious vocabulary, such as 'stethoscope', and engage in back-and-forth conversations with adults and peers.

Staff help children to develop a deep understanding of mathematics through carefully planned activities and child-led play. For example, children develop mathematical understanding when sorting objects into the correct colours and matching them to numerals. Staff model the use of mathematical vocabulary and skilfully support and extend learning naturally through play. As a result, children develop problem-solving skills and mathematical understanding.

Leaders ensure that learning is responsive, inclusive and closely aligned to children's next steps. Staff know the children well and speak confidently about what they are learning and why. They use observations effectively and identify any gaps in children's learning and development. Staff share children's achievements and next steps with parents, in person or via an online learning platform. This strengthens consistency between home and nursery and is well received by parents. Children thoroughly enjoy learning, and experienced staff ensure that there are no opportunities for learning to be missed, resulting in excellent outcomes for all children, including those with barriers to their learning and development.

Achievement: Strong standard

Children make significant, sustained progress from their starting points. They achieve consistently well across all areas of learning and develop independence. Children show sustained focus and have a highly positive attitude to learning. They learn in a calm atmosphere. Skilled staff allow children time to process new challenges and experiences. This means that children embed their knowledge and understanding. All children, including those with special educational needs and/or disabilities and those known, or previously known to social care, thrive in a language-rich environment where communication skills develop well. Across all ages, children demonstrate highly effective listening and attention. For example, children listen attentively to a story and join in with action songs, showing engagement and enjoyment. Staff know the children exceptionally well and use observation and assessment highly effectively. They monitor progress and children's next steps in learning are clear. As a result, children consistently develop the knowledge and skills to succeed and are very well prepared for the next stage in learning, including readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

Transitions across the nursery are highly effective. There are well established routines in place, and as a result, children move seamlessly throughout the day. Toddlers move independently through shared spaces, reflecting effective staff modelling and well embedded routines. The calm, nurturing environment supports positive behaviour. Staff consider individual children's needs and have high expectations for all. Staff are positive role models. They use gentle reminders and purposeful praise. This has a positive impact on children's behaviour and ensures they feel secure in the setting and develop positive dispositions and attitudes.

Leaders and staff promote kindness and encourage children to build friendships. Children form trusting, cooperative relationships. For example, older children play with younger children on the tricycles. They help them to keep safe by checking that they are holding on and by not going too fast. Staff use their knowledge of children's interests to ignite curiosity as they access a wealth of provision and play opportunities. Children have excellent attitudes to their own learning. Children join in activities with enthusiasm and can stay focused for sustained periods of time. They show confidence, independence and resilience.

Leaders have a clear strategic approach to attendance and punctuality. They work in partnership with parents and suggest ways to remove barriers to regular and timely attendance. Feedback from parents is overwhelmingly positive, with one parent stating that staff always go 'above and beyond.'

Children's welfare and wellbeing: Strong standard

Leaders and staff know the children in their care extremely well and prioritise their welfare and wellbeing. Staff provide a nurturing settling-in process, communicating effectively with parents. The key-person system is firmly embedded. As a result, babies and children form secure relationships. Personal, social and emotional development is strong. Children are very well supported to manage their emotions appropriately for their age and stage of development. In a creative task, children paint 'emotion faces' and talk about different feelings. They use 'angry', 'sad' and 'happy', and the adult introduces, 'worried', 'disappointed' and 'frustrated' to explore more complex emotions.

Staff demonstrate an excellent understanding of safer-sleep requirements. Care routines and hygiene practices are of a consistently high standard. Leaders promote children's oral health, and children take the 'oral hygiene activity bag' home to explore with their parents. During mealtimes, staff closely supervise and chat with the children about healthy food choices and favourite fruits and vegetables. This, together with the range of physical opportunities available, teaches children about a healthy lifestyle. Staff are vigilant and have clear plans in place to ensure that children's dietary requirements are closely followed. Staff successfully encourage children's independence. For example, older children use cutlery independently and toddlers drink from open beakers with minimal support. Leaders and staff consistently ensure that every child, including those who face barriers to their learning and wellbeing, feels safe, valued and supported, promoting a strong sense of belonging.

Leadership and governance: Strong standard

Leaders and staff have created a positive, nurturing environment where children flourish. Those responsible for governance offer support and strategic oversight while recognising the unique nature of the nursery and the skill and experience of its leaders. Leaders have a clear vision for the nursery with children and families at the heart of its approach. Parents express full confidence in the 'fantastic' care their children receive. They share positive feedback that reinforces the impact of the setting's approach. They highlight strong communication, the provision of story sacks and a nursery library, and the noticeable progress their children make. Leaders are reflective and continually review and improve daily experiences. They enhance their strengths, which include high-quality interactions and focus on communication. Leaders also consider their improvement priorities, such as further enhancing free-flow provision and improving the already highly effective provision for children with special educational needs and/or disabilities.

With support from those with oversight for governance, leaders undertake rigorous recruitment and staff-induction processes. Leaders act as role models. They have high expectations and professionalism is embedded across the team. All staff make a positive contribution to children's learning and development. Leaders prioritise professional learning and training for staff. They ensure that staff access high-quality training, delivered by colleagues in the associated primary school and academy trust, the local authority and external providers. Leaders promote staff wellbeing and create a positive culture. Staff feel valued and contribute meaningfully to ongoing improvement. Staff turnover is low, and as a result, children benefit from an experienced and highly skilled staff team. This continuity of care and collaborative approach means that leaders and staff know children, families and the community well and offer highly impactful care and education for all.