Little Wonders Nursery

Inclusion: Expected standard

Leaders promote an inclusive environment where children are welcomed, valued and supported to participate in all aspects of nursery life. Staff develop positive relationships with families and take time to understand children's individual needs and interests.

Leaders work closely with staff to discuss children's development and use ongoing assessment to identify children who may require additional support. There is a clear focus on early identification and timely intervention.

Leaders work in partnership with parents, health visitors and other professionals to share information, seek advice and put appropriate support in place when concerns arise.

Children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care receive support that reflects their individual needs. Individual learning plans are reviewed regularly with parents, allowing staff to adapt their approaches and provide tailored support for children with more complex needs.

Leaders monitor children's progress and use additional funding thoughtfully to provide targeted support and experiences. Parents are kept informed of their children's progress through regular reviews and ongoing communication. As a result, children and parents are included in the life of the nursery and are supported to help children make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that supports children to make progress from their starting points.

Staff use ongoing assessment, information from families and regular reviews of children's development to understand what children know and can do. They use this knowledge to plan learning experiences, build on children's interests and adapt teaching. For example, leaders have worked with external professionals to adjust the curriculum for children with more complex developmental needs.

Staff promote communication and language through their interactions with children. They model language, provide a running commentary on children's play and use questioning to encourage children to share ideas and experiences. Staff introduce and reinforce vocabulary during stories, water play and sensory experiences. They also support children's mathematical development through everyday play, encouraging children to count, compare, predict and explore concepts such as quantity, balance and weight.

Leaders and staff prioritise children's personal, social and emotional development. They develop positive relationships with children through warm, responsive interactions and provide reassurance and guidance that help children feel secure and confident.

However, opportunities for children to learn about their local community and the wider world are not yet consistently planned and sequenced across the curriculum.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, make progress from their individual starting points.

They engage in a range of learning experiences and develop the skills needed for future learning. Babies join in with familiar songs and nursery rhymes and show increasing attention during shared experiences. Older children listen to stories, answer questions and talk about their ideas and experiences.

Children develop early mathematical understanding through play. For example, they explore concepts such as quantity, capacity, weight and balance as they fill, empty, compare and investigate resources. Children apply what they know as they predict outcomes and solve simple problems.

Children show positive attitudes to learning. They explore resources with curiosity, concentrate on activities and persevere with new challenges.

They are developing independence through everyday routines and learn to cooperate, take turns and manage their emotions. These skills help prepare children for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish clear routines that help children feel safe and secure and understand what is expected of them.

Staff know children well and support transitions sensitively, including when children move between rooms. They explain routines clearly and provide reassurance to help children settle and participate confidently in nursery life.

Staff promote positive behaviour through calm, consistent interactions and act as positive role models. They encourage children to take turns, share resources and cooperate with their peers during play. Staff provide guidance and reminders that help children understand boundaries and develop consideration for others.

Leaders and staff prioritise children's emotional wellbeing. Staff respond sensitively when children become upset and provide support that helps them recognise and begin to manage their feelings. Children benefit from strategies such as books, emotion resources and dedicated spaces that support self-regulation.

Staff encourage independence through everyday routines, such as supporting children to pour drinks, manage simple self care tasks and make choices in their play. Leaders work with families to promote regular attendance and establish routines that support children's readiness to learn.

Children's welfare and wellbeing: Expected standard

Leaders create daily routines that support children's health and development. The key-person system and settling-in arrangements help children build secure relationships with familiar adults. Staff get to know children and their families well, enabling them to respond to children's individual needs.

Staff respond sensitively to children's verbal and non-verbal communication. They provide reassurance and support when children need comfort and help children begin to recognise and manage their feelings. Children benefit from resources and strategies that promote emotional wellbeing and self-regulation.

Leaders and staff take an inclusive approach to meeting children's needs. They work closely with parents and other professionals to identify and support children who may need additional help. Where necessary, staff adapt provision and learning experiences to help children access the curriculum and make progress.

Leaders establish routines that promote healthy lifestyles. Staff encourage children to develop independence in self-care tasks and support children to make healthy choices through daily routines, including mealtimes and personal care.

However, opportunities to consistently promote children's learning and development through discussion and interaction during some care routines and mealtimes are not always maximised. Overall, children are comfortable, secure and able to participate in nursery life.

Leadership and governance: Expected standard

Leaders know children, families and the local community well.

They have established systems to monitor the curriculum and wider provision and use evaluation to identify strengths and areas for further development. Leaders regularly review children's progress and use information from assessment to identify gaps in learning and determine whether additional support is required. They are reflective and take appropriate action to improve practice where needed.

Leaders work closely with parents and a range of professionals, including health services, speech and language therapists and local authority advisers. They use information from these partnerships to help ensure children receive support that reflects their individual needs. For example, leaders have adapted aspects of the curriculum, with support from external advisers, to better meet the needs of children with more complex developmental needs.

Staff receive induction, supervision and access to training that supports their roles and responsibilities. Leaders maintain regular communication with them through meetings, professional discussions and reviews of key children. These opportunities help staff discuss children's progress, identify concerns and access further support or training when required.

Leaders have an accurate understanding of the quality of the provision. They recognise the positive impact of nurturing relationships and responsive interactions while identifying areas where staff practice can be further strengthened. For example, they recognise the need to maximise learning opportunities consistently throughout daily routines and mealtimes.

Overall, leaders demonstrate a commitment to continuous improvement and to meeting the needs of children and families.