Small Talk Nurseries

Inclusion: Expected standard

Staff monitor children's progress well. They typically work well with parents and carers to help identify any gaps or barriers children may have in their learning. Staff seek support from leaders and share information about children's development with parents. When staff identify significant gaps in children's development, they make referrals to other professionals. However, staff do not ensure that they consistently seek advice from other professionals, if concerns are raised about a child's health or development, particularly when parents are not on board. This does not ensure that disadvantaged children and those with special educational needs and/or disabilities receive the full support they require.

Staff make adaptations to activities. This ensures that all children are able to access the learning experiences on offer. For example, staff offer edible resources if children have specific needs. Staff provide effective support for children who are known or previously known to children's social care. For example, they share and gather key information from parents and other professionals. Staff support and encourage children to take part by using praise. Disadvantaged children show a willingness and eagerness to join in with and alongside their peers. Leaders think carefully about how they use any additional funding they receive to help promote best outcomes for children. They monitor the impact the funding is having on individual children and make changes as required. This helps to ensure that the funding meets children's changing needs.

Curriculum and teaching: Expected standard

The curriculum is rich. Staff set out an array of learning experiences that captures children's interests and curiosity. They support children to develop their hand-eye coordination and develop the muscles in their arms, hands and fingers. Babies use their hands to explore a range of sensory experiences, such as gloop and rice play. Toddlers eagerly use their hands and equipment as they explore in the mud kitchen outside, filling and emptying. Staff provide a mixture of herbs and talk to children about the textures, smells and colours. Older children thoroughly enjoy water play and exploring with play dough or oats. They use the tools to manipulate the resources into different objects. Staff surround babies with language as they play. For example, they name objects and narrate what children are doing. This helps to promote babies' speech development. Staff provide older children with lots of space and time to express themselves. Older children are confident communicators.

Staff generally teach mathematics well, providing multiple opportunities for children to learn about size, shapes and numbers as they play. However, there are times where staff do not focus children's next steps in learning specifically enough on what children need to learn next or where children require further support. This does not ensure that all children, including those with special educational needs and/or disabilities, are able to consistently extend their knowledge.

Leaders typically evaluate the learning experiences on offer to children well. They have started to take steps to help develop staff's questioning techniques. Staff sing a range of songs and rhymes to children. Babies smile and laugh as they listen, while older children join in with some actions and words. Children of all ages have lots of opportunities to practise their physical skills. For example, they learn how to walk, run and climb.

Achievement: Expected standard

All children make continued progress in their learning from their starting points. They typically leave each room ready for the next stage of their learning, including school. Children develop a range of skills. For example, babies develop the muscles in their body as reach out to grab resources, pull themselves up and learn how to take steps. Toddlers learn how to throw and kick balls. Older children learn how to move themselves on bicycles and cars. Children with special educational needs and/or disabilities generally learn how to express themselves, using gestures or signs. Older children use words and sentences and are confident communicators. Children learn how to count in sequence. They develop their imagination skills, as they pretend to put out 'fires' using water. Children develop their social skills well, such as learning how to take turns and share. They generally play cooperatively with and alongside their peers. However, at times, children do not extend their knowledge even further as some of their next steps in learning are not precise.

Behaviour, attitudes and establishing routines: Strong standard

Children form deep bonds with the staff who care for them. Staff are dedicated to supporting all children, including babies and children with special educational needs and/or disabilities, to understand the routines. For example, they use signs and visual aids to support non-verbal children understand what is happening now and next. Babies show their familiarity with routines as staff show them their nappy to indicate it is time to change them. Older children eagerly line up as they transition to different parts of the day, such as toileting, sleep time and lunchtime.

Staff adopt a vast range of strategies to support and manage children's behaviour. They praise and reward children when they show care towards others and when children keep on trying. This helps to support children's perseverance. Staff swiftly intervene to remind children of the rules and how they can play safely. Older children quickly go over to staff to inform them of a conflict. Staff thoroughly support children during this time to express themselves. They find out what went wrong and support children to learn how they can overcome these issues. Staff prioritise children's emotional needs. For example, they talk about their feelings and support children to learn about the impact their behaviours have on others.

All children sustain high levels of engagement as they play. Staff support children with special educational needs and/or disabilities to develop their concentration skills. For instance, they offer one-to-one activities and lots of praise to support them to join in. Leaders take proactive steps to ensure that all children receive their full entitlement of their funded hours.

Children's welfare and wellbeing: Expected standard

Settling-in and transition processes are well thought out. These help to support children to build bonds with staff, and for children to get to know their environment and their peers. Staff follow children's cues and respond swiftly to children's individual needs. For example, they ensure that babies and younger children have opportunities to take a rest during the day. Staff have secure knowledge of safer sleeping. Staff typically supervise children well in the day, including when they are eating. Children of all ages help themselves to water. Staff provide children with a range of balanced and healthy meals.

All children have regular access to outside. Staff set out obstacle courses for children to learn how to move in a variety of ways. Children have lots of space to practise their physical skills, such as crawling and climbing. Older children receive support to learn about the importance of oral health as they practise brushing teeth. Staff generally support children to wash their hands and wipe their noses as they learn how to keep themselves clean. Leaders provide parents and carers with menus and ingredients that they can take home to cook for their children. However, when staff identify gaps or concerns in children's health, they do not specifically focus or target children's next steps on these to help fully promote children's health.

Leadership and governance: Expected standard

Leaders regularly reflect on the overall quality of the setting. They use this to identify areas of strength and areas that could be developed further. Leaders generally take positive steps to address these. They monitor staff's practice well. There is a focus on supporting staff's wellbeing and their workload. Leaders support staff to reflect on their practice and provide them with coaching and support as required. Staff have lots of opportunities to attend training, with a specific focus on the age of children they are working with. This helps to develop their confidence, knowledge and skills.

Leaders and staff typically work well in partnership with parents and carers; this includes for children who are known or previously known to children's social care. They share updates and information with parents regularly. Parents value the support they receive from leaders and staff. They share that they receive support, tips and learning packs that they can complete at home with their child. However, leaders have not consistently developed the strategies used to engage with parents who are harder to reach. This does not ensure that all children, including disadvantaged children or those with barriers to their learning, consistently receive the full support they require.