Littlella's Childcare

Inclusion: Strong standard

Children come from diverse backgrounds and cultures, which is reflected in the staff team. Staff provide ample opportunities for children to learn, celebrate and find out more about the differences and similarities they share with others. For example, they sing songs from around the world and acknowledge a range of religious and cultural festivals throughout the year, such as Eid, Christmas, Mexico Day and Chinese New Year. This supports them in developing high levels of respect for each other.

Leaders, together with staff, quickly identify when children need further support to meet their individual milestones. They have made effective partnerships with the local authority and external health and education professionals. Swift referrals with parental consent aid them to provide high levels of support for the children in their care. For example, leaders successfully use funding for one-to-one staff, resources and extra-curricular activities, all of which helps children with special educational needs and/or disabilities to thrive and progress in the setting.

Leaders ensure that children and families who are known, or previously known, to children's social care are well supported. Effective partnerships are formed with multi-agency safeguarding partners to ensure the wellbeing of children. Leaders acknowledge that some children do not have access to outdoor play spaces at home or extra-curricular experiences outside of the nursery. They purposefully plan opportunities for children to visit local parks, shops and soft-play areas. This supports children's increasing knowledge and understanding of the wider world.

Curriculum and teaching: Expected standard

Children have access to a balance of adult-led and free-play opportunities throughout the day. Leaders and staff plan a meaningful curriculum that reflects all areas of learning. They use interesting themes that captivate children's imagination and curiosity. For example, the current theme is 'all about me', where children have created their own self-portraits with skin-coloured dough. This supports children to celebrate their uniqueness.

Leaders and staff know the children well. They skilfully adapt their teaching and activities to meet the individual needs of children. For instance, children with special educational needs and/or disabilities have weekly opportunities for a short, adult-led small-group session. This helps to support children's attention, focus and communication skills. Staff complete regular online observations and assessments of children's development, which are shared with parents. This helps them to close any gaps in their development and provide consistency in children's learning at home and in the setting.

Children's literacy is suitably fostered. They have access to a comfy book corner, where they can look at books independently. Children enjoy being read to as they snuggle up to staff on the sofa to listen to familiar stories. They have ample opportunities to strengthen their finger muscles as they access tools such as scissors, cutters and a tortilla press to be creative. This practice helps to strengthen children's hand and finger dexterity in preparation for early writing.

Achievement: Expected standard

Children are developing sufficiently through the curriculum. They are making steady progress from their starting points. Effective strategies that are in place ensure that children typically catch up. There is a committed emphasis placed on promoting children's communication and language through sign language and verbal discussions. This supports both verbal and non-verbal children in becoming confident communicators. Children are encouraged to develop some key skills in their personal, social and emotional development. For example, they learn to take turns and share during play. However, children have fewer opportunities to develop independence at mealtimes, which can be overly adult-led at times.

Children with special educational needs and/or disabilities and those known, or previously known, to children's social care make progress towards their individual milestones. For example, staff use Picture Exchange Communication System to support non-verbal children to understand words and build their language skills.

Behaviour, attitudes and establishing routines: Expected standard

Children's behaviour is generally positive, as clear routines and boundaries are embedded in daily practice. For example, circle time discussions reinforce the importance of 'kind hands' and sitting nicely. Children comprehend these expectations and follow them with ease. For instance, children know that before activities start, they must sit nicely on the rug. Staff act as positive role models. They know the children well and implement appropriate strategies to meet the ages and stages of the children. This provides consistent support for children to manage their own behaviour.

Children's self-esteem and confidence is regularly promoted by staff, who verbally praise children for positive behaviour and good work. Staff strategically place themselves at activities to support children's attitudes and behaviour. For example, they explain to children that they must take turns on the slide so everyone can have a go. Staff swiftly intervene to ensure children and those who are non-verbal are supported to resolve conflict and are spoken to in a gentle manner. Leaders work collaboratively with parents to help them understand the importance of attendance. This has had a positive effect, and children have good levels of attendance.

Children's welfare and wellbeing: Expected standard

Leaders and key workers work closely with parents during the settling-in stage to gather key information about children's individual needs and abilities. This enables staff to promote consistent routines, build bonds and support children's emotional wellbeing. Children are encouraged to adopt a healthy lifestyle. For example, they take part in effective hygiene routines as they access portable sinks in the hall and the bathroom to clean their hands before meals and after toileting. Parents have a choice of providing a packed lunch or paying for a hot meal from an outside catering company. Children eat a range of healthy snacks and lunches. Staff are proactive in talking about the benefits of fresh fruits and vegetables as they eat. Furthermore, staff remind children to regularly drink water to keep hydrated. This helps children to develop healthy habits for later life.

Children have daily opportunities to develop their physical skills. For instance, the outdoor area offers children suitable challenges, which helps them to develop their coordination and gross motor skills. Children access bikes, slides, see-saws, guttering and balls. A circle time 'dance to your name' opportunity brings children lots of joy. This is where they eagerly dance with enthusiasm as their friends clap and sing. Children's sleep wellbeing is promoted as they access suitable sleeping facilities and are always supervised, all of which supports children's safety and wellbeing.

Leadership and governance: Expected standard

Leaders are committed to self-evaluation and have a clear vision for the nursery. They know what works well and what needs developing further. For instance, they are currently working on the garden area to widen and improve children's learning opportunities. Leaders regularly conduct appraisals to discuss staff's workloads and training and to listen to their views. Staff report they feel their input is celebrated and that they enjoy taking part in social activities to support their wellbeing. Although staff regularly complete mandatory training, leaders have yet to target wider professional development opportunities for staff to help raise the quality of teaching to an even higher standard and further improve outcomes for children.

Partnerships with outside education professionals and parents form a fundamental part of the nursery's ethos. Parents praise staff's professionalism and the attention and time that is provided to them and their children. For instance, they are invited to Mother's Day and Father's Day celebrations to spend time with their children. They comment positively on the two-way flow of communication, with leaders and key persons updating them about their children's day. Therefore, parents feel fully included and supported in their child's development, progress and achievements.