Little Wonders Day Nursery

Inclusion: Expected standard

Typically, staff understand children's individual needs well. They successfully use observation and assessments to identify where all children, including those with special educational needs and/or disabilities (SEND) may need additional support. This helps to reduce barriers to children's learning. Staff and leaders monitor children's progress to help identify where further interventions or the support of specialists may be required. However, at times there are some inconsistencies in staff's understanding and implementation of children's next steps, when their key person is absent.

Staff work closely with parents and other professionals to identify and source additional funding. Funding is used by leaders to support small-group work and targeted interventions, helping children to make the best possible progress. Where children are eligible for early years pupil premium, leaders use this to help provide rich and varied experiences. For example, staff plan visits into the community, such as residential homes for the elderly, visits to the fire station and using public transport. This helps to widen children's understanding of the world around them.

Leader's regularly access SEND training and updates through the local authority. This information is shared with staff to help support the needs of all children.

Curriculum and teaching: Expected standard

Staff provide children with an abundance of activities and experiences. These are based on children's interests, current experiences and what they want children to learn next, across the areas of learning and development.

Staff promote mathematical development with all ages of children effectively. For instance, with younger children they help children's counting skills with number rhymes and songs. Staff support older children to understand the concept of heavy and light as they pour their drinks during mealtimes.

Children's communications skills are promoted successfully by staff. Staff provide a language-rich environment. For example, they share stories, sing songs and maximise opportunities to interact with children. Staff accurately model words so that children understand the correct pronunciation. For instance, when children say 'Nana' staff reply 'Yes, it's a banana'.

Staff support children's physical development very well. They help children to correctly hold scissors to confidently cut their paper. Children's large physical skills are encouraged effectively by staff. For instance, outdoors they support children to balance, take big steps and climb on wooden play structures.

Generally, children receive high-quality teaching from staff. However, at times there are inconsistencies in staff's knowledge of some children's next steps. This means that on occasion, teaching may not always be focused to where children would benefit from it most.

Achievement: Expected standard

Children typically are well prepared for their future and next stage in learning. All children, including those with special educational needs and/or disabilities and emerging needs, make progress in their development. Children demonstrate independence and eagerly show staff how they can put on their coats, shoes and high-visibility jackets for outdoor play.

Children are knowledgeable about how to keep themselves safe. For example, they know to use their eyes and ears to look and listen for cars before safely crossing the road. All children make their needs known effectively. Younger children make choices through staff providing visual objects to choose from. For example, they point to the drink they would like when being provided with a choice of milk or water. Older children confidently communicate with their friends and staff. They develop a love of books and relish the re-telling of their favourite stories with staff.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide children with warm and nurturing interactions. During nappy changing, staff engage with young children through quality interactions. For example, staff communicate clearly what they are doing, helping children to feel safe and secure. Together, staff and young children enjoy singing songs and nursery rhymes. This helps children to build positive relationships and close bonds with staff. Leaders work with parents to promote children's attendance and appropriately follow up any absences.

Generally, children know the expectations of staff and routines well. Children listen carefully to instructions from staff. They eagerly help staff to put the toys away at tidy-up time, they know to line up before getting ready for outdoor play. On occasion, routines for handwashing could be further strengthened by staff. At times, younger children do not benefit from consistent teaching to help them understand expectations and effectively manage their personal hygiene.

Children frequently use their manners and are eager to have a go at tasks. For example, they politely ask staff if they can pour their own drinks and serve their own food. Staff encourage children to share, take turns and be nice to each other. Children show high levels of concentration, when staff show them how to safely cut their fruit with a knife. Staff use specific praise and encouragement to support children's positive behaviours. For example, staff tell children that they are proud of them for their good listening.

Children's welfare and wellbeing: Expected standard

Staff provide children with a variety of healthy snacks and meals. They help children to understand the importance and impact of food and drink on their bodies. For example, they explain to children that milk is good for their bones and teeth. Staff deployment is effective and children are successfully supported and supervised during play and while they are eating.

Children are supported by staff to understand and identify feelings and emotions. On arrival, staff encourage children to select their name and an emotion to represent how they are feeling. Staff encourage children to care and respect others, including animals and insects. For example, during an outing, children look in awe at insects on the ground, staff encourage them to be careful where they stand so they do not hurt them.

Staff ensure that children have sun cream on before going outside and explain the importance of protecting their skin. Children are encouraged by staff to have regular drinks in the warm weather, helping them to stay hydrated.

Generally, staff support children to manage their personal needs effectively. For example, staff encourage all children to wash their hands before eating. Staff provide some explicit teaching and role modelling to support children's understanding, but this is not always targeted at younger children. This means some children miss vital steps, such as using soap, to effectively clean their hands.

Leadership and governance: Urgent improvement

Leaders do not always recognise or take appropriate action, when there is an allegation about staff. Their decision-making is, at times, influenced by other factors rather than following the relevant safeguarding procedures. Leaders have not notified Ofsted of significant matters that may affect the suitability of an individual or where there could be an impact on the safety of children. This is a breach of the statutory requirements.

Staff communicate effectively with parents verbally and through an online application. They regularly share information about children's experiences and consult with parent about their child's progress and next steps in development. Parents speak fondly about staff; they say, 'Staff are caring and know children very well.' Parents report that staff feel like family and that children enjoy attending.

Leaders successfully forge close links with the local community. They thoughtfully consider how to provide children with enriching experiences to further promote children's educational outcomes. For example, they work closely with different emergency services, helping children to build knowledge and respect for people who help us.

Leaders support staff, through observations and appraisals. These help to identify strengths and areas for development. However, it does not yet fully capture where staff are less confident in implementing children's next steps in the absence of their key person. The established staff team report that they feel supported by leaders and that they enjoy their role. This promotes staff's wellbeing and provides a positive environment for children.