Marys Little Lambs Wombwell

Inclusion: Strong standard

Leaders and staff swiftly identify when children need further support to meet their individual needs. They work very closely with parents and carers from the onset. They gather detailed information before children start with them. This helps them to make swift referrals to other external health and educational professionals. Staff work with these other professionals to receive targeted training and advice. This helps them to provide high levels of support for the children in their care. Leaders and staff use assessment tools to monitor the progress of children with special educational needs and/or disabilities. This supports them to plan appropriately for their ongoing learning and diverse needs.

Leaders ensure that children who face barriers to their learning or who are known to, or previously known to, children's social care are well supported. They welcome other agencies into the nursery to work in partnership with children and families. These children develop close bonds with their key person. Staff know these children well and plan appropriately for their ongoing learning. Leaders use early years pupil premium funding to provide experiences that expand children's learning opportunities. For example, they purchase sensory resources and physical play resources to enhance experiences that children may not have access to at home. They provide opportunities for children to extend their daily hours to ensure they access and enjoy a freshly cooked, nutritious meal prepared by the cooks every day.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that is ambitious, creative and highly responsive to children's individual needs. They promote 5 golden threads into the broad, balanced and sequenced curriculum. Staff quickly identify any gaps in learning, using accurate assessment to adapt teaching to individual needs. Where needed, leaders seek support from external agencies to provide specialist input, reducing barriers to learning. Staff make reasonable adjustments so all children can participate fully, including those who are disadvantaged or have special educational needs and/or disabilities (SEND).

Communication and language are prioritised through language-rich interactions. Staff model ambitious vocabulary and give children time to practise and embed new words. For example, older children use the word 'extinct' in context. Children who speak English as an additional language receive tailored support. Staff learn key words and phrases in children's home languages so that children feel valued and confident while strengthening their ability to communicate effectively.

Mathematics is expertly woven into activities throughout the day. Staff take every opportunity to incorporate mathematical language during routines and activities. As a result, children are confident to count, sequence numbers and recognise quantities. Children clearly enjoy their learning and all children, including disadvantaged children and those with SEND, make accelerated progress from their starting points in readiness for the next stage of their learning.

Achievement: Strong standard

Across all areas of learning, children develop independence, confidence and resilience. Children respond positively to the routines and benefit from a highly focused curriculum. As a result, children are well prepared for their next stage of learning, entering school with secure knowledge, skills and a positive attitude to learning. All children become highly independent. Children take on roles such as becoming the 'special helper' during mealtimes. They complete these roles proudly and highly effectively.

Children confidently demonstrate their communication and language skills, and these skills are developing rapidly. Children who cannot communicate verbally confidently use alternative methods to communicate their needs. As a result, they make extremely rapid progress in their development. Babies excitedly explore song bags and song spoons. They eagerly move their bodies when they hear familiar songs and rhymes. Toddlers join in with interactive activities in small groups. For example, they excitedly anticipate 'what's inside the box' and take turns holding song scarves.

Behaviour, attitudes and establishing routines: Strong standard

Children learn and play in a busy yet calm and enabling environment. Leaders and staff ensure that the learning environment is varied and stimulating. This supports children to remain highly engaged and focused on their learning. Staff support children to know what to expect. Consequently, they follow routines well. Staff deploy themselves effectively to support children's play. As a result, children learn how to work collaboratively with others. Staff identify children who need further support to regulate their behaviour. They have suitable plans and strategies in place. For example, staff support children to take part in intensive learning time with an age-appropriate focus on positive behaviours. This support ensures that all children learn to regulate their emotions and play cooperatively alongside their peers.

Leaders continue to promote children's ongoing attendance to parents and carers. They work with parents to remove any barriers to attending. For example, leaders offer flexibility for days and hours of attendance when appropriate. As a result, children continue to attend regularly and benefit from their time in the nursery. Leaders monitor attendance regularly and have clear plans in place to address any concerns swiftly. As a result, there are high levels of attendance at the setting and positive routines around this are well established.

Children's welfare and wellbeing: Strong standard

Staff consistently promote the values of the setting. They recognise the importance of consistency and the need to prioritise children's safety and welfare. They particularly focus on those children who face barriers to their learning or with special educational needs and/or disabilities (SEND). Staff teach children to keep themselves safe. They recognise barriers to this, implementing highly effective strategies to encourage children to learn about eating safely so that they do not choke. This supports all children to build healthy habits and make safe decisions. Staff meticulously follow sleep and rest routines, which parents share with them when they first start. Staff respond instantly to support changes to children's routines, prioritising their welfare.

The key-person system and established settling-in process help provide consistent routines and familiarity for children. They are highly effective, and children form strong bonds with staff. Children become highly familiar with daily routines. Children with SEND feel safe and secure, separating from their parents and carers as they arrive and finding toys that help them to regulate their feelings independently. Staff provide lots of opportunities for physical play both inside and outside. They recognise when children need to let off steam and talk to children about making healthy choices throughout the day.

Leadership and governance: Strong standard

Leaders work collaboratively as a team and have high expectations for all children and families. They work tirelessly to ensure that they all receive the highest quality of care, learning, support and interventions they require. Leaders swiftly and consistently identify areas for further and future development. For example, in the short time they have been open, they have developed very clear and targeted plans to ensure the continuous enhancement of staff's expertise. For example, they have developed detailed individualised learning plans for all staff to ensure that they consistently develop their skills and expertise to ensure that all children receive tailored and targeted support. Detailed training plans for all staff have been developed to support this, alongside ongoing coaching and mentoring of all staff and leaders.

Staff report high levels of wellbeing. They are motivated to work towards achieving higher level childcare qualifications. This promotes the ongoing development of the nursery. Parents and carers speak very highly of the nursery. They appreciate the support given to them on a personal level, and for their children's learning. Leaders continue to ensure that there are no barriers to children's learning and development and that all families are included in the nursery.