Small World Nursery

Inclusion: Strong standard

Leaders and staff quickly identify the needs of children who require extra support. They consistently undertake accurate assessments of what children are able to do and work closely with parents and professionals. Staff use communication passports, so they fully know how children like to communicate with others. They implement targeted learning plans setting out achievable goals for children. Barriers to learning are skilfully reduced, and children make secure progress in their learning and development.

Staff ensure that specialist advice is constantly implemented. They systematically apply strategies that are targeted at specifically supporting children. For example, they place their hands over children's hands to guide them in things they cannot yet do independently, such as turning the pages of a book. Children benefit from swift support that is tailored to their individual stage of development.

Staff undertake regular training to help them fully understand the range of different needs of children. They use funding and parent partnerships to continuously improve the experiences offered to children. For instance, they implement photo books to enhance children's emotional security to those close to them. This helps children to be emotionally secure.

Curriculum and teaching: Expected standard

Leaders design the curriculum to enhance all areas of learning. They regularly review it to ensure that it remains ambitious. They plan sequentially what they want children to learn from when they are babies until they leave to go to school. Children build upon what they already know and can do. However, there are some occasions when children do not transition between experiences effectively. On these occasions, learning is disrupted for some children.

Staff undertake assessments to understand children's developmental stages. They use this knowledge to tailor learning experiences. Staff understand children's mathematical abilities and extend these by using mathematical language and comparing amounts. Children build their confidence in using mathematical ideas. Staff support children's personal, social and emotional development, and they help children learn how to take turns. Staff adapt activities so that children who need extra help are fully included.

Staff model language to younger children by naming objects. They use focused communication assessments targeting areas of language that children can improve on. This helps children acquire the foundational skills they need. However, opportunities for older children to explain their ideas and use more complex vocabulary are sometimes limited. This reduces the depth of language development for older children.

Achievement: Expected standard

Children are well prepared for their next stage in learning. They make steady progress through the curriculum. For instance, children participate in sessions where they learn simple signs. This gives them the knowledge and skills of communicating with others in a range of ways. However, some older children do not always use more complex language. Children develop their physical abilities as they participate in weekly swimming lessons.

Babies develop strength in their hands through feeding themselves. Toddlers build on this by using tools in sand, and older children hold pencils to make marks. Children who need additional help achieve well. Children learn about the world around them, that languages are different and that people celebrate different festivals. Children demonstrate the attitudes and behaviours they need to succeed in learning. They are confident, curious and have a love for learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff set out clear expectations for children to help them understand the behaviours that are expected from them. They guide children in their interactions with others, helping them to take turns and work together. For instance, when disagreements arise, staff support children to think about how their friends might feel. Children show positive attitudes towards their learning and cooperate with each other.

Staff are warm and caring towards children. They notice when children need reassurance and provide comfort and support. For instance, when younger children become tired, staff give them cuddles. Children feel emotionally secure in the setting. Staff adapt their approach based on children's individual development stage. For younger children, they tune in to children's emotional cues. For toddlers, they provide guidance and support, and older children receive more detailed explanations. Children show respect and kindness towards each other.

Leaders work with parents to promote the good attendance of children. Staff follow up absences and work with families to build consistent routines. Children benefit from engaging in their learning consistently.

Children's welfare and wellbeing: Expected standard

Staff promote children's physical and emotional wellbeing through effective care practices. They work with parents and share information about safe sleeping, oral health and healthy eating. This helps children to be ready to learn about their own health and physical development. Children practise good hygiene and develop their independence. They wash their hands before they eat food and use cutlery with skill. Children learn how to manage their own self-care.

Staff establish effective relationships with children. They find out about children's likes and dislikes when they first start to attend. Staff use this information to help children settle into their care. They identify children's achievements and offer praise and encouragement. Children grow in confidence and self-esteem. Staff support children to express their feelings. They offer calm reassurance. Children learn how to manage their emotions.

Children learn how to keep themselves safe. For instance, young children learn how to take steps independently and are safely supported by staff. Older children learn water safety rules in their weekly swimming lessons.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and have identified areas for development. They recognise their strength in inclusive practice and make decisions so barriers to learning are removed quickly. Leaders have also identified that the outdoor area did not offer enough learning for mathematics and have taken action to improve this. Children now benefit from well-planned learning indoors and outdoors. Leaders observe staff interactions with children and share what they have done well. However, they do not always identify precise areas for development. This leads to some inconsistencies in practice, for example how staff move children on from one activity to the next, and some staff are less skilled at extending older children's language skills than others.

Staff engage in training and professional development. This helps them make some improvements to practice. For instance, staff caring for babies undertake training on child development. They use this knowledge to help them tune in to babies' cues. Children benefit from responsive interactions.

Leaders support staff wellbeing. Leaders offer practical and emotional support to staff appropriate to their needs. Staff feel supported in their roles.