Little Treasures Nursery

Inclusion: Expected standard

Leaders have a clear understanding of children's needs and progress. They have effective systems in place to assess children's learning and development regularly and identify any gaps in learning. Leaders know when to seek external advice and have worked with external agencies to set purposeful targets for children with special educational needs and/or disabilities (SEND).

Leaders identify children who may face barriers to learning and wellbeing, including children with speech and language delay and those who speak English as an additional language. They use communication and language strategies, visual routines, one-to-one support and simple language to help children access the curriculum and take part in activities alongside their peers.

Children with SEND generally make progress from their starting points. For example, they develop their vocabulary, become more settled in the setting and grow in independence.

Curriculum and teaching: Expected standard

The curriculum is sequenced effectively. Practitioners know children's starting points and what they want them to learn next. They build on children's existing knowledge and skills and provide appropriate levels of challenge to help them make progress. For example, when children demonstrate secure counting skills, practitioners extend learning further by encouraging them to count beyond familiar numbers and apply their mathematical knowledge in different contexts. Children's individual learning priorities are shared with practitioners so that they can support children's next steps consistently.

The curriculum is designed to inspire a love of books. Familiar stories are woven throughout the environment and planned activities, helping children to revisit and deepen their understanding of key themes and vocabulary. Practitioners use stories successfully to extend children's language, imagination and learning across different areas of the curriculum.

Practitioners regularly assess children's learning and use their knowledge of children's progress to plan future learning and identify any gaps in development.

Practitioners engage children in positive interactions that support their learning. They use questions, conversation and modelling to extend children's thinking and introduce new vocabulary during play. This helps children to develop their knowledge and skills across the curriculum and make progress from their starting points.

Children also benefit from opportunities to learn outdoors and within the local community. They use a range of equipment to develop their physical skills, confidence and coordination and enjoy experiences that help them make sense of the world around them.

Achievement: Expected standard

Children make progress from their starting points and develop knowledge and skills across the areas of learning. Children, including those who face barriers to learning, have individual targets that help practitioners identify and address any gaps in development. Practitioners use ongoing assessment effectively to adapt learning experiences and provide appropriate levels of support and challenge. As a result, children build successfully on what they already know and can do, including developing early literacy and mathematical skills.

Children develop their communication and language skills well. They listen attentively to stories, join in with familiar songs and rhymes, and use an increasing range of vocabulary during their play and interactions with others.

Children develop increasing levels of independence from an early age. They learn to manage their personal care, make choices and take responsibility for everyday tasks. These experiences help children develop the knowledge, skills and confidence they need for the next stage of their learning. Older children are developing the independence and self-care skills that support their readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Children are calm, happy and well behaved. They separate from their carers with ease and quickly become engaged in the activities on offer. Practitioners support children to take turns, treat others kindly and show respect. They respond quickly when minor disputes occur. This helps children to develop collaboration and negotiation skills. Children understand familiar routines, including the use of a 'now and next' board to support transitions throughout the day. These routines help children feel safe and secure.

Children demonstrate positive attitudes to learning and engage enthusiastically in planned activities that help to develop their focus and attention. They concentrate well during activities, such as mark-making, and cooperate with their peers as they share resources. Practitioners recognise and respond to younger children's individual needs and adapt routines where needed. For example, a younger child was settled for a nap when they became tired during story time.

Children behave well throughout the day and show consideration for others. Older children demonstrate care and kindness towards younger children during mealtimes and outdoor play. This helps children develop positive relationships and learn to play cooperatively with others. Attendance is not promoted consistently to help all children benefit fully from the curriculum and daily routines.

Children's welfare and wellbeing: Needs attention

Children do not always experience consistent approaches to promoting their health and wellbeing. Healthy eating and safer eating practices are not embedded securely enough across the setting. As a result, children do not consistently receive the guidance and support they need to develop healthy habits and make positive choices that contribute to their future wellbeing. However, nappy changing routines, sleep checks and outdoor supervision are generally managed appropriately and support children's welfare.

Some children do not consistently benefit from a coordinated approach to meeting their individual needs. Communication between the setting, families and other professionals is not fully effective, meaning children do not always receive the joined-up support that helps them to achieve the best possible outcomes for their learning and wellbeing.

However, children with special educational needs and/or disabilities and those who speak English as an additional language have their needs identified appropriately. They benefit from targeted strategies, including visual supports, communication approaches and additional adult guidance, which help them participate in daily experiences and learning opportunities. These children are beginning to make progress from their starting points.

Children are happy and settled in the setting. They form warm relationships with practitioners and their peers and demonstrate confidence as they access the environment. Children develop increasing independence through everyday routines and enjoy opportunities to play outdoors and explore the local community. They behave well, learn to take turns and share, and show kindness and consideration towards one another.

Leadership and governance: Needs attention

Leaders' monitoring and supervision are not effective enough to identify gaps in staff knowledge and improve practice consistently. As a result, training is not sufficiently targeted to meet children's changing needs. For example, leaders have not ensured that staff receive specific training to deepen their understanding of how babies learn and develop. Leaders are receptive to feedback and demonstrate a commitment to improvement. However, they have not yet ensured that monitoring, training and policy implementation result in consistently effective practice that improves outcomes for all children.

Leaders have established policies and procedures and review them regularly. However, they do not ensure that these are implemented consistently in practice. As a result, expectations for healthy eating and safer eating routines are not applied consistently across the setting.

Leaders have established a key-person system and some parents are kept informed about their children's learning and development. However, arrangements do not enable all families to develop effective relationships with their child's key person. Consequently, communication between home and the setting is not always strong enough to support continuity in children's care and learning.

Nevertheless, leaders are committed to providing a positive environment for children. Experienced practitioners care for children well, safeguarding arrangements are secure and staffing ratios are maintained. Leaders have taken appropriate steps to improve practice, including developing staff's knowledge of communication and language and seeking support from external professionals when required.