Mini Scholars

Inclusion: Expected standard

Leaders create an ethos that embraces the needs of all children. Staff typically use their skills to adapt the activities they plan so that all children, including those who face barriers to their learning, are able to join in and build on what they already know and understand. Children who speak English as an additional language are generally supported well. Staff use visual props and pictures to help aid children's communication. They teach children signs for key words and ask parents and carers to provide important words and phrases in the language they hear at home. This helps children to feel valued in the nursery.

Leaders value their positive relationships they form with parents. Leaders provide a variety of ways to maintain clear routes for two-way communication between staff and parents which is typically used to feed back updates from the nursery and from home. Through this, parents generally feel able to share information about changes in families' lives that may impact children's progress. Leaders and staff demonstrate flexibility through adapting children's sessions to help accommodate these changes so that disruption to children's routines and learning are typically kept to a minimum.

When new children first start in the nursery, staff take time to play with them and allow them time to explore the play spaces. Staff observe and find out what children are interested in, typically ensuring resources continue to reflect their preferences. Children are gently invited to join activities and routines. Children make choices for themselves, allowing them time to watch others and gain confidence, helping them to feel secure in the new environment. This helps children to settle in the nursery so that initial barriers to learning are swiftly overcome. Leaders have booked further training and review to focus on the quality of interactions staff have with children. This will further enhance strategies for inclusion.

Curriculum and teaching: Expected standard

Leaders and staff have high expectations for children's progress. This is reflected in the ambitious curriculum that typically meets the needs of all children, including those who face barriers to their learning. Staff use their skills very well to encourage children to develop their independent thinking. For example, when children announce that they are unable to push their chair under a table, staff ask them to think why that is the case and what they could do to solve the problem. Children work out that they can move another chair a little, making the space they need to successfully tuck their own chair in.

Staff plan a curriculum that generally includes all the elements children need, given their starting points. Regular assessments of children's progress help staff to identify what children need to know and understand next in their learning journey. Children have time to practise and repeat what they can already do, allowing them opportunities to consolidate their understanding. Staff check children's knowledge and encourage them to recall facts they have already learnt. For example, staff ask children to recall words, such as 'illustrator' and 'author', while introducing a book at story time. This helps to reinforce words children need in their future learning.

Staff provide a typically balanced curriculum that allows children to join planned adult-led activities and have time for self-chosen play. Staff have yet to fully embed their spontaneous teaching strategies when they join children's play. They do not consistently adapt their interactions to encourage further learning linked to children's individual progress. This does not consistently help children to excel in their learning and development.

Achievement: Expected standard

From their starting points, all children make sustained progress that provides them with the skills and knowledge they need in preparation for school. From an early age, children learn self-care skills that promote independence. For example, they enthusiastically clear away after their snack or lunch time, tipping scraps into a bin before adding their plates and cutlery to a bucket ready for washing. They find tissues to wipe and blow their noses and wash their hands when required.

Children benefit from the environment rich in language in which they play and learn. For example, children typically build sentences with the words they hear staff use and join in memorable songs to help them recall the days of the week and months of the year. As a result, children, including those who speak English as an additional language, build vocabularies that help them to articulate their needs and interests in addition to more technical language to aid future learning.

Children are motivated to learn. They show determination to complete tasks, helping them build resilience to become independent learners. For example, children persevere to fill a cup with water using a pipette. They use language, such as 'full' and 'empty', and other mathematical concepts, such as quantity.

Behaviour, attitudes and establishing routines: Strong standard

From the time children first start in the nursery, staff support them to quickly settle and feel safe. Staff consistently use words relating to emotions and behaviours that children begin to relate to and express themselves. Children who face barriers in their communication and learning are well supported. Staff show children visual prompts and signs to help them communicate before they have the words they need. For example, children point to pictures of facial expressions to help them communicate how they are feeling.

Leaders establish clear and consistent boundaries to help support children to display positive behaviours and attitudes. Staff form close and trusting relationships with children, allowing them to feel safe while expressing their emotions and thoughts. Given their age, children behave very well. They quickly learn they can use resources, such as sand timers, to help them manage minor disputes around aspects, such as sharing and turn-taking. Staff support children to reflect and think about the consequences of any actions that may cause upset or harm. In turn, children begin to anticipate and predict what might happen, helping them consider others and recognise when to regulate their own actions and behaviour. Children thrive on praise and respect. They proudly show others the stickers they receive for showing kindness and being helpful.

Staff ensure children are prepared for the changing routines throughout the day. They remind children that is soon time to tidy away and tell them what they will be doing next. As a result, children are calm and manage transitions well. Through their enjoyment of being at nursery, children are motivated to want to attend. Parents and carers report that children ask to come to nursery. Leaders and staff explain to parents about the benefits of regular attendance, which also contributes to the consistent attendance children experience. This helps to establish positive routines and attitudes in preparation for school.

Children's welfare and wellbeing: Strong standard

Leaders promote an environment in which children feel safe and respected. Staff support children to find ways to communicate how they are feeling. Key persons quickly build trusting relationships with children and their families. Staff work closely with parents and carers to ensure that any specific dietary requirements, including the management of allergies, are clearly understood and regularly reviewed. Staff talk to children about the food they are eating, helping children to recognise the foods they can eat more frequently or in moderation. For example, while children eat spinach leaves, staff explain how the nutrients help their bodies. Leaders provide parents and carers with information about healthy lunches and when necessary, other aspects of children's key development, such as potty and toilet training.

Leaders promote children's physical wellbeing. They help children identify how to stay fit and encourage routines, such as brushing their teeth, through fun and memorable activities. Children enjoy selecting a piece of fruit to take home. They foster a secure foundation to help them make informed choices that reflect a healthy lifestyle. Staff thread discussions and activities throughout the curriculum that build on and expand the experiences children have at home. Staff support children to begin to manage age-appropriate risks for themselves. For example, staff remind children where to hold soft fruit while they cut it.

Leadership and governance: Expected standard

Leaders have ambitious plans for the setting. They promote a clear ethos to give children opportunities that they may not otherwise experience. For example, children stroke and feed ponies that visit the nursery. Leaders are passionate about striving for the highest quality care and education. They seek out a variety of training and coaching opportunities for themselves and staff. This includes gaining accreditations, such as becoming mathematics champions, to help aid purposeful professional development. However, leaders have yet to provide even further support for staff to help raise teaching to the highest level while they join children's spontaneous play and exploration. Leaders remain mindful to generally ensure additional responsibilities and workload is not overwhelming for staff.

Leaders typically use any additional funding that some children may receive to provide resources, experiences or enhance staff skills to help close any identified gaps in those children's learning. As a result, children make sustained progress from their starting points. Leaders create a typically open and welcome environment for parents and carers, helping to build generally positive relationships with them and other external professionals who may be involved in children's lives. Parents report they feel valued and supported.