Our Little Angelz (2)

Inclusion: Expected standard

Leaders and staff are skilled at identifying and supporting children with special educational needs and/or disabilities. Ongoing assessment is used to help identify and track any potential gaps in learning. Staff plan effectively for these gaps, helping children to make secure progress.

Inclusive practice is embedded into daily routines. Staff use visual aids and sensory resources to encourage children to join in with activities. They ensure any additional funding is used well to reduce barriers that children may face to their learning. For example, they provide children who may benefit from more regular attendance with additional hours. Leaders and staff have high expectations for children's learning. Staff benefit from ongoing training to support children's individual needs. They work in partnership with parents and seek advice from external professionals in a timely manner to ensure children's needs are met.

Curriculum and teaching: Expected standard

Leaders and staff have a clear focus on what children need to learn next. They plan a curriculum that builds on what children already know and can do. For example, staff working with younger toddlers understand that they need to develop strength in their hands and fingers before they can successfully use cutlery to feed themselves at mealtimes. Staff plan interesting activities that children excitedly get involved with to help promote these skills. Staff plan a range of activities that support children with special educational needs and/or disabilities. They follow children's individual interests and allow children to decide when they want to join in with activities.

Staff working with babies promote children's communication and language skills well. They introduce new vocabulary, including action words and words linked to feelings as children engage in activities such as mirror play and exploring dough. Children's physical skills are developed through a range of experiences, including exploring the indoor climbing equipment. Staff encourage children to develop mathematical knowledge while joining in with songs and rhymes. Children make choices in their play, choosing from a well-resourced environment. On occasion, children are not fully supported to remain focused and engaged during group activities. For example, during group singing and story times, children are removed to have their nappy changed. This affects some children's enjoyment of the activity.

Achievement: Expected standard

Children develop good communication skills. They confidently engage in discussions and conversations with their friends, staff. Children develop their literacy skills as they enjoy listening to well-read stories and independently select their favourite books from the book corner. Children of all ages enjoy developing their motor skills as they learn to confidently negotiate the climbing frame. Children are progressing well across all areas of development. Any gaps in children's learning are closing. This includes children with special educational needs and/or disabilities. As a result, children develop the skills they need to prepare them for their future learning, including moving on to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote children's good behaviour from an early age. Staff working with young children act as good role models, showing kindness and consideration towards others. For example, they ask children for permission to change their nappy before leading them to the nappy room. The key-person system is effective. Staff know children well and use this knowledge to support children's emotional wellbeing. Children readily approach staff for cuddles and comfort when needed.

Golden rules and clear expectations are displayed and consistently reinforced by staff. Staff manage behaviour calmly, using gentle and age-appropriate reminders. They read stories to children about emotions and talk to them about how they are feeling. Staff praise children for using good manners and prompt them to say 'please' and 'thank you' at appropriate times. Consequently, children are learning the rules of good behaviours. Leaders work in partnership with parents to ensure children benefit from regular attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe, secure and welcoming space for children to play and learn. Staff effectively promote secure attachments with children. An effective settling-in procedure is followed to help all children, including those with special educational needs and/or disabilities to feel settled and secure. Staff promote children's independence well. From an early age, children are supported to take care of their own needs. For example, young children are encouraged to get a tissue to wipe their nose. They help set the table in readiness for mealtimes. Staff supervise children well, sitting with them at mealtimes to promote good manners and social skills. They understand the importance of effective supervision to ensure children remain safe while eating.

Children's good health is promoted further. Staff ensure the environment is clean and suitable. Children are reminded to drink water throughout the day to ensure they stay hydrated. Staff promote discussions about the importance of good tooth-brushing routines. They create a calm environment when it is time for children to rest or sleep.

Leadership and governance: Expected standard

Leaders and managers have a good oversight of the nursery's strengths and areas for development. They have sought advice from other professionals since the last inspection and have made positive changes as a result. Staff express how valued they feel in their roles. They appreciate the support they receive for their professional development.

Leaders and managers monitor the quality of teaching within the nursery. However, there is further scope to extend this to help all staff build on their knowledge and skills so that children make even more progress in their learning. Parents report that staff keep them updated about their children's learning and development through conversations and the regularly updated online platform. They feel that they have support to help children learn at home, such as around potty training or games to support language development. Parents who have children with special educational needs and/or disabilities feel that staff support their children's needs well, including where other professionals are involved in children's care and learning.