Minibugs Ovenden

Inclusion: Strong standard

Children are warmly welcomed into this extremely inclusive environment, where their individual needs are consistently recognised and supported. Leaders and staff work closely with parents and carers to gather detailed information about children's starting points and identify any additional needs early. Ongoing assessments help staff understand children's progress and tailor support appropriately. Children who face barriers to learning and wellbeing receive support that helps them access the curriculum and participate fully in nursery life. This helps to reduce barriers and promote positive outcomes for all children.

Children with special educational needs and/or disabilities (SEND) receive highly tailored support, that fully reflects their individual strengths and needs. Staff skilfully adapt teaching, routines and resources to help children participate alongside their peers. For example, children benefit from access to a sensory room and thoughtfully designed calm spaces, that support them to regulate their emotions and sensory needs. Leaders work closely with families and external professionals, such as the local authority SEND team, to ensure support is coordinated and responsive to children's changing needs. Staff receive training and guidance to help them meet children individual needs consistently. This means all children make excellent progress from their starting points and develop confidence and independence.

Children who are disadvantaged, known or previously known to social care are supported sensitively. Staff work closely with families and other agencies to help ensure children receive coordinated support. Leaders use additional funding purposefully to help meet children's individual needs and widen the opportunities available to them. Staff build trusting relationships with children and their families and provide support that promotes emotional wellbeing and inclusion. Children feel valued, develop a secure sense of belonging and participate fully in all aspects of nursery life.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's interests, experiences and developmental stages. Staff use assessment effectively to understand what children know and can do and identify appropriate next steps. This helps staff to build children's knowledge and skills over time. Overall, leaders monitor the quality of teaching and provide guidance and support to help staff develop their practice. However, on occasion, staff do not recognise when quieter children need additional encouragement to participate. This means some opportunities to extend their learning are not maximised. Children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care are supported well to access the curriculum alongside their peers.

Communication and language is at the heart of children's learning and development. Staff engage children in meaningful conversations and introduce new vocabulary throughout the day. Children enjoy daily stories and song times as part of their routine. Staff adapt their teaching to provide appropriate support. For example, Makaton signing and visual aids are used well to support children and help them to communicate. Staff encourage children to recall previous experiences, share their ideas and explain their thinking. This helps children develop confidence as communicators. Staff place equal importance on children's personal, social and emotional development. Children learn to manage their feelings and build positive relationships with one another.

Overall, children's mathematical understanding is typically promoted through everyday experiences. However, staff do not consistently use all opportunities to extend children's understanding of mathematical concepts to develop their skills further. Children develop physical skills through daily outdoor play, where they balance, climb and negotiate space confidently. Children develop independence through daily routines, such as washing their hands and handing out plates and cups at mealtimes. These experiences help children gain the knowledge, skills and confidence needed for future learning.

Achievement: Expected standard

Children make secure progress from their individual starting points. They develop the skills and knowledge needed for future learning. Overall, children typically build secure foundations across all areas of learning and development and approach new experiences with confidence and enthusiasm. They demonstrate positive attitudes to learning, persevere with challenges and show increasing independence in their play and daily routines. Children confidently explore the environment and make choices about their learning.

Children with special educational needs and/or disabilities, those who are disadvantaged and those known or previously known to social care make rapid progress and achieve well alongside their peers. Tailored support helps them to develop the skills they need to participate fully in nursery life. For example, children who were previously nonverbal now use language and engage with others. All children develop the listening, concentration and independence skills that prepare them well for their eventual move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and demonstrate positive attitudes to their learning. Leaders have established clear expectations and routines that are understood across the nursery. Staff provide calm guidance and model respectful interactions with children. They use praise and encouragement effectively to help children develop confidence and motivation. Children engage purposefully in activities, concentrate for sustained periods and show enthusiasm for learning. Children are curious and willing to try new experiences and take pride in their achievements.

Overall, children form warm and trusting relationships with staff, who know them well and respond sensitively to their needs. Staff help children to understand and manage their feelings through continued support and age-appropriate strategies. Children learn to share resources, take turns and consider the feelings of others. They develop positive relationships and cooperate well during play and daily routines. Staff help children to feel secure and develop increasing self-regulation.

Children follow well-established routines confidently and understand what is expected of them throughout the day. Staff adapt their approaches to meet children's individual needs, including those with special educational needs and/or disabilities. This helps all children participate fully and develop a sense of belonging. Leaders promote regular attendance and work closely with families to support children's participation. This means children benefit from regular sessions, which helps them build relationships and engage fully in their learning experiences.

Children's welfare and wellbeing: Expected standard

Children typically benefit from care that supports their welfare and wellbeing effectively. Leaders ensure staff understand children's individual needs and provide care that helps children feel safe and secure. Staff know children well and work closely with families to maintain routines and meet children's needs. Children with special educational needs and/or disabilities, those who are disadvantaged and those known or previously known to social care receive support that helps them participate fully. This promotes children's emotional wellbeing and helps them to develop a sense of belonging.

Children form secure relationships with key staff, who respond sensitively to their needs. These positive relationships help children develop confidence and emotional security. However, in the absence of key staff, systems are not yet fully embedded to ensure children continue to receive consistent support for their learning and wellbeing. Staff support children to develop healthy lifestyles through daily routines and experiences. Children enjoy healthy meals and snacks and learn about the importance of making healthy choices. Children enjoy regular opportunities to be physically active and spend time outdoors each day. Children learn how to keep themselves safe and manage risks. For instance, children develop a secure understanding of road safety, as they navigate the play road on their bicycles. Staff remind children about the importance of wearing helmets and encourage them to consider how to keep themselves safe. These experiences help children recognise and manage age-appropriate risks with increasing confidence.

Children are supported to understand and manage their feelings appropriately for their age- and stage-of development. Staff reinforce expectations and routines that help children feel secure throughout the day. Carefully planned routines, including transitions, mealtimes and sleep times, help children feel settled and ready to learn. This supports children to develop positive attitudes, resilience and a secure sense of wellbeing.

Leadership and governance: Expected standard

Leaders are committed to providing high-quality experiences for children and their families. They typically understand the setting's strengths and areas for development and demonstrate a secure understanding of their responsibilities. Concerns received prior to the inspection identified weaknesses in information sharing and confidentiality. Leaders responded promptly and appropriately at the time to address the concerns and review procedures to reduce the likelihood of recurrence. This reflects their commitment to promoting children's safety, welfare and wellbeing.

Staff report high levels of wellbeing and feel well supported in their roles. Leaders provide staff with wellbeing incentives, such as treats and staff team days. Leaders ensure staff complete all mandatory training and maintain their professional knowledge. Staff access specialist training to strengthen practice further. For example, recent behaviour management training has enhanced staff's confidence in using effective strategies with children. In addition, staff benefit from an online professional development programme to further enhance their skills and knowledge. Leaders intend to strengthen the key-person system further and support all staff to develop their interactions to support children's mathematical development and engagement.

Leaders work closely with parents, carers and external professionals to support all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning. Additional funding is used effectively to enhance children's experiences and outcomes. The setting works in close partnership with the local authority SEND team and local schools, to support children's transitions. Parents receive regular updates through discussions, online learning records and regular stay-and-play sessions. Parents speak positively about the care, guidance and support provided by staff. They describe the setting as a safe, warm and highly nurturing environment, where children truly thrive in their learning and development.