Marcham Little Angels Nursery

Inclusion: Expected standard

Leaders have created an inclusive, nurturing environment where every child is valued and encouraged to participate fully in nursery life. Staff know children well and use their understanding of each child's individual needs to identify and support barriers to learning from an early stage. Staff work closely with parents and external professionals to ensure that children with special educational needs and/or disabilities (SEND) or those known to children's social care receive timely and appropriate help as needed. For example, additional funding is used effectively to purchase additional resources to help communication and language and sensory activities. Overall, staff generally adapt teaching well, ensuring teaching, routines and resources are tailored to support children's progress from their individual starting points. This in turn supports all children to learn alongside their peers and access a full curriculum.

Leaders monitor children's progress carefully and use assessment information to identify where additional support is needed. Children, including those with SEND, benefit from an ambitious curriculum that promotes achievement and prepares them successfully for their next stage of learning.

Curriculum and teaching: Expected standard

Overall, leaders have developed an ambitious curriculum that reflects the needs, interests and experience of all children. They support staff through coaching, professional discussions and guidance, helping staff feel confident in how they deliver learning. Staff generally understand the curriculum well and build on what children already know, offering experiences that develop skills step by step. However, leaders recognise that there remains some variability in teaching practice.

Staff interact positively with children, modelling language, introducing new vocabulary and asking questions that help children to think, communicate and solve problems. For example, younger children copy staff as they count when they are climbing up the slide and mimic the staff's playful 'whee' sound as they go down. Toddlers enjoy group times, where props such as frogs on a log help them understand counting as each frog is removed during the song. Older children show determination as they concentrate and keep trying. They transport bark from containers to watering cans, using it creatively in their imaginative play.

Children experience a balance of adult-led and child-initiated learning, with staff extending play based on children's interests. Mathematical language, measuring, counting, communication and early literacy are naturally interwoven during daily routines and activities. Staff celebrate children's languages, cultures and backgrounds typically well through meaningful activities, ensuring that diversity is naturally woven into everyday practice. Children learn to respect one another, develop empathy and generally recognise that everyone is unique.

Staff adapt teaching appropriately so all children can access the curriculum alongside their peers. Children are motivated to explore, investigate and revisit learning because activities spark curiosity and encourage sustained engagement. As a result, children develop the knowledge, skills and attitudes needed for their next stage of learning.

Achievement: Expected standard

Children are happy and show that they are making typical progress from their individual starting points. Older children grow into confident communicators. They share their ideas, ask questions and hold meaningful conversations with adults and friends. Younger children build physical skills as they climb, balance, crawl and use tools with increasing control.

Children show curiosity and stay focused as they investigate, create and revisit activities that deepen their understanding. They develop independence through daily routines. They make choices, manage aspects of their self-care and take responsibility for simple tasks, such as pouring drinks, tidying resources and putting on or taking off their coats.

Children learn about the world, including their local community, through meaningful experiences. They benefit from forest school activities and football coaching, and they sing songs to the residents in the community centre. Overall, children leave the nursery as confident and enthusiastic learners, ready for their future.

Behaviour, attitudes and establishing routines: Expected standard

Children appear happy, settled and relaxed throughout their time at the nursery. They demonstrate positive attitudes towards learning and confidently engage in the wide range of experiences available. Children settle quickly into familiar routines, make choices and are respected by staff. Staff build positive relationships by joining in games and encouraging conversations. Staff act as positive role models and praise children for their efforts and achievements. At times, however, staff do not always clearly explain why certain rules are in place, such as not running inside or why children should not take toys off others. This limits children's understanding of the purpose behind staff's expectations.

Leaders and staff work closely with parents and carers to share important information about children's wellbeing and behaviour. Children respond well to praise and encouragement, which is evident during activities such as arts and crafts, where they draw pictures and recreate 'Granny's Gruffalo Soup' using dough and other materials. These moments help children feel proud of their achievements and stay engaged in learning.

Staff know children well and speak confidently about their interests, friendships and how they have settled. All children develop their independence through daily routines. They make choices, manage aspects of personal care and take responsibility for tasks, such as washing their hands.

Leaders work flexibly with parents to support regular attendance, helping children benefit from continuity and consistent routines. Children approach new experiences with confidence and enthusiasm, securing the personal, social and emotional development needed to form a secure foundation for their learning.

Children's welfare and wellbeing: Expected standard

Overall, children feel safe, secure and well supported in this welcoming nursery. They build warm, trusting relationships with familiar adults who understand their individual needs. This helps them to settle quickly and take part in nursery life with confidence.

Children learn how to lead healthy lifestyles. They are physically active each day. They learn about the ingredients in their meals. Most routines support good personal care, but staff practice is inconsistent and, sometimes, staff do not follow nursery policy. For example, staff do not always ensure children can sit comfortably at mealtimes, and they return cups that have fallen on the floor to children without being washed.

Outdoors, children strengthen physical skills as they climb, balance, run and move safely through spaces. They investigate with water and enjoy large-scale creative activities such as chalking. These experiences encourage curiosity, problem-solving and an understanding of the world around them.

Staff support children's emotional wellbeing by offering calm reassurance and attentive care. They work closely with parents to understand allergies and weaning needs, checking information carefully. Staff follow suitable procedures for children who sleep, helping them to rest safely and comfortably. Leaders and staff create an environment where all children feel included and valued.

Leadership and governance: Expected standard

Recent changes in leadership and governance have led to steady improvements across the nursery. Leaders have worked hard to strengthen key aspects of practice. Employment processes are now more robust, and all staff now hold an enhanced Disclosure and Barring Service check. Leaders have improved induction processes for all staff who are new. This helps them to understand their roles, responsibilities and safeguarding duties from the start. Leaders have addressed all actions from the previous inspection. They have created an ambitious curriculum and continue to embed it through coaching, professional discussions and regular monitoring. Leaders maintain clear oversight of the provision. Their evaluations are honest and accurate. Leaders have identified areas that need development to further improve children's learning and experiences.

Leaders work closely with staff to sharpen skills and build knowledge. However, some aspects of staff practice still require refinement, particularly around following policies and procedures consistently. Leaders demonstrate a clear vision, the drive to build effective capacity and a sustained commitment to continuous improvement. Staff comment that leaders are approachable, mindful of their wellbeing and provide them with appropriate support.

Leaders monitor children's attendance closely. They follow clear protocols to check any absences, which helps to safeguard children. Leaders understand the importance of working closely with staff, parents and external agencies. Children, including those with special educational needs and/or disabilities and those facing barriers to learning, receive timely and effective support. Parents praise staff and leaders highly. They comment on how they appreciate the regular communication and the nursery's warm, community-focused ethos.