Rosie's Little Blessings Nursery Limited

Inclusion: Expected standard

Leaders have worked hard to develop a clear and effective approach to supporting children with special educational needs and/or disabilities (SEND). They have established new routines to support practitioners to offer regular interventions. For example, practitioners provide children with small-group activities to promote skills, such as listening and attention. Leaders regularly review the use of additional funding for children who may be at a disadvantage. They do this to ensure that any potential barriers to learning are recognised and to provide enriching learning experiences to those who may need it the most. Practitioners use assessment frequently to check what children know and can do. While doing this, they collaborate with parents to monitor children's progress. Practitioners work closely with leaders responsible for children with SEND to ensure that education plans are put in place promptly. Leaders make referrals where necessary to ensure that appropriate professional support is sought. This means that all groups of children are supported to achieve the very best outcomes.

Curriculum and teaching: Expected standard

Practitioners implement a curriculum that is ambitious. They regularly develop children's communication and language skills by building on children's starting points in learning. For example, practitioners speak slowly and clearly to support younger children to gain new vocabulary. They introduce words such as 'crunchy' and 'sticky' as they use glue and leaves to make pictures. This reflects the curriculum leaders have designed. Leaders are explicit with their intentions to introduce children to creative play from a young age.

Practitioners also recognise how to build on children's understanding of early mathematical concepts. They use language related to size, shape and measure during play and activities. Practitioners also offer children praise for sharing and taking turns. This forms part of the curriculum approach to supporting children's developing social skills.

Practitioners plan learning that provides children with key skills to prepare them for school. For example, they want children to understand how to follow a recipe. This is intended to help children develop their understanding of instructions and processes. Practitioners help children to make play dough. They use interactions and questioning to check children's understanding and to inform next steps in learning. Teaching is adapted purposefully to support all children to learn new skills, including those who may be at a disadvantage.

Leaders have begun to enhance the curriculum to teach children explicitly about equality and diversity. They have initiated a 'pen pal' partnership that links them with children from different countries to support planned teaching and learning about cultures and festivals.

Achievement: Expected standard

Children make progress from their starting points across the 7 areas of learning. They develop knowledge and skills that are appropriate for their age and stage of development. Children show growing confidence as they take part in a range of activities that support their learning and development. Children, including those with special educational needs and/or disabilities, make progress because their individual needs and any potential barriers to learning are taken into account. Children regularly take part in activities that help them to build their understanding across different areas of learning. This supports children to develop skills over time and to build on what they already know and can do. As a result, children are developing the skills they need to continue their learning and development. They are gaining knowledge and experiences that support their next stage of learning, including, where appropriate, their move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners recognise the importance of well-managed routines for children. They promote good attendance and recognise how to follow up on irregularities in children's attendance to support children to settle in and thrive. They have also begun providing children with clearer behavioural expectations in the form of 'golden rules'. These are implemented appropriately based on children's age and stage of development. Leaders intend for these to encourage children to manage and regulate their behaviour, such as knowing why it is important to walk inside. During activities, practitioners are on hand to support this. For instance, they provide children with explicit praise for their behaviour. When children share kindly, practitioners recognise this and ensure that the group is aware of the significance of using respectful behaviour towards their peers. There are occasionally times where children do not consistently benefit from these high-quality interactions that promote positive attitudes to learning. For example, transitions between group times or activities can be unstructured and take a long time. This means, at times, some groups of children disengage and remain unfocused for periods of time.

Children's welfare and wellbeing: Expected standard

Leaders create an environment that promotes children's wellbeing. They are forward-thinking and recognise opportunities to improve children's experiences. For example, leaders have recently developed the ease of access to the outdoor play space. This means that the youngest group of children can access outside activities safely and freely. Practitioners speak passionately about the development of this space and the focus on meeting children's physical needs through their curriculum. Leaders and practitioners recognise the importance of developing children's independence, and typically, this is supported well during mealtimes. For example, children are encouraged to wash their hands before eating and wipe their faces. Leaders also recognise the setting's context and implement activities that are specifically focused on supporting children that attend. For example, they encourage children to brush their teeth as a group activity after snack time. Children carry out these practices with confidence and demonstrate a growing understanding of self-care and hygiene needs. Practitioners support emotional development well. They teach older children the language of emotions to enable them to express themselves confidently. Furthermore, practitioners recognise babies' needs promptly, such as when they are tired or need sleep. Practitioners have systems in place to ensure that babies and parents have a clear care plan in place. Practitioners also ensure that parents can always hand over babies to their key person. These close relationships are sensitive and responsive.

Leadership and governance: Expected standard

Leaders have a clear oversight of the setting. The nominated individual works closely with leaders to drive continuous improvement. Furthermore, practitioners share that they feel wholly supported by senior leaders. They explain the different professional development opportunities they have been offered, such as training to improve their teaching skills. Leaders also provide meaningful supervision sessions to discuss their workload and support them to identify the strengths in their own practice. Practitioners explain that they feel their wellbeing needs are well supported by leaders through regular informal meetings.

Leaders plan effectively to support children who may be at a disadvantage or face barriers to their learning. They recognise the importance of collaborating well with parents and work together to support children's individual needs. Leaders and practitioners ensure that parents are kept well informed about children's progress through consistent information-sharing. They also develop strong partnerships with local primary schools to support the transition process when children go to school. Leaders use additional funding, such as early years pupil premium, to reduce barriers to learning. For example, where they recognise children may have limited access to literacy resources at home, they provide children with books to take home and organise trips to the library.