Tamsin's Little Acorns

Inclusion: Expected standard

Leaders and staff work together to identify barriers to children's learning and development. They work sensitively with families to share concerns and discuss children's needs. Staff generally assess children's needs well and use small, achievable targets to support progress. However, staff do not always implement strategies swiftly enough to address barriers to learning. As a result, strategies do not always have the intended impact as quickly as they could.

Leaders seek support from a range of professionals. They work closely with speech and language therapists, health visitors and the local authority. Together, they plan and review support for children. Leaders also work closely with social workers and family workers. As a result of this multi-agency approach, staff understand and meet the needs of disadvantaged children and those with special educational needs and/or disabilities.

Leaders support families to access additional funding for which children may be eligible. They use this funding to meet children's individual needs. For example, funding is used to buy sensory resources and improve staffing ratios. As a result, children receive more targeted support to help them engage in learning and make progress.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that helps children build skills and knowledge across all areas of learning. They carefully plan how these skills and knowledge develop as children move through the nursery rooms. For example, babies learn to drink from an open cup. Staff build on this skill as children progress through the nursery. This helps them become more independent. The curriculum is inclusive for all children. As a result, staff give children learning experiences that suit their age and stage of development.

Children typically benefit from effective teaching across the setting. Key workers adapt planning to help all children take part. Leaders have a clear focus on children's physical development. For example, staff encourage babies to pull themselves up and climb on a climbing arch. Children in the toddler room use tools to hammer plastic pegs into potatoes. They also use knives to cut the potatoes. As a result, children develop their hand strength, coordination and control. On the whole, children make steady progress in their learning.

Children are articulate and talk confidently with their friends and staff. Staff promote a language-rich environment that supports children's communication skills. However, staff do not always use open-ended questions to extend children's thinking. As a result, children do not always have the opportunity to fully explore and develop their ideas. Children develop their mathematical knowledge and skills well. Staff weave mathematics into everyday play and provide planned opportunities to teach new concepts. For example, staff encourage babies to count '1, 2, 3' as they explore sponges and water. Older children are encouraged to add 'one more' scoop of soil when planting flowers. As a result, children begin to use mathematical language in meaningful contexts.

Achievement: Expected standard

Children develop the skills they need for their next stage of learning. Generally, they make typical progress from their starting points, including those with special educational needs and those who face other barriers to learning.

Children show a keen interest in books and singing. They communicate confidently and follow instructions well throughout the day. Children build their skills and knowledge over time. Babies develop their physical skills as they squeeze sponges in bubbly water. Toddlers use tools for hammering and enjoy making marks with whiteboard pens. Older children show increasing independence. For example, they set up lunch and arrange their friends' cups by recognising the names on them.

Children are ready for their next learning stage, including the transition to school. They develop confidence and independence as they take responsibility for everyday tasks. For example, they serve themselves food at lunchtime and manage personal care routines. As a result, children gain the skills they need for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children show an understanding of expectations across the setting. Staff are positive role models for children. They help children understand and follow expectations through calm, respectful interactions. For example, when babies crawl over and lie on top of each other, staff gently redirect them and model how to lie safely on cushions. Older children in the pre-school room play with their friends and learn to take turns. For example, they wait patiently for their turn to use the water tap to fill containers for water play. Children are kind and considerate towards others and show positive attitudes to learning.

Staff use various strategies to support children's behaviour and emotional wellbeing. These strategies generally help children with special educational needs and/or disabilities or learning barriers effectively. For example, staff use stories to help children explore and discuss their feelings. Some children also have their own emotion boxes. These boxes contain visual prompts to help them manage their feelings. However, this practice is not consistent and, as a result, not all children who may benefit from this strategy do so.

Leaders work closely with families to promote good attendance. They regularly highlight the importance of children attending consistently. When attendance issues come up, leaders talk to families and get help from other agencies if needed. As a result, most children attend regularly and can take part in the full range of learning opportunities.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the heart of their practice. A well-established key-person system is a strength of the setting. Staff create warm, trusting bonds with children. They understand their routines, interests and unique needs. Leaders create safe, welcoming and nurturing environments where children feel secure and confident. Children settle quickly and move around the nursery with confidence. Children readily seek comfort and reassurance from familiar staff when needed. Children demonstrate they feel safe, secure and valued.

Staff implement structured sleep routines to support babies' and young children's health and emotional wellbeing. They follow safe sleep guidance and check sleeping children at regular intervals. As children grow, staff help them understand that rest and relaxation are important for a healthy lifestyle. After lunch, pre-school children have a quiet time. They lie down and watch images of stars and planets projected on the ceiling.

Staff help children make healthy choices about food and support their physical health. They provide healthy, home-cooked meals and encourage children to serve their own food. For example, children choose vegetables from shared bowls at mealtimes. They talk with staff about how these foods help their bodies grow and stay healthy. Staff support all children, including babies, to brush their teeth after breakfast each morning. As a result, children develop healthy habits and growing independence.

Leadership and governance: Expected standard

Leaders are dedicated and enthusiastic about giving every child high-quality care and education. They know children and families well and play an active role in the daily life of the nursery. Leaders maintain a visible presence across the setting and model effective practice for staff. They ensure staff training remains up to date and regularly check staff knowledge and understanding. As a result, children benefit from high-quality care and learning experiences.

Leaders review the effectiveness of the curriculum and identify areas for further development. They help staff develop their knowledge and skills through ongoing training and professional development. For example, leaders identify training that reflects the needs of staff. Leaders support staff to take on additional responsibilities and develop their leadership skills. As a result, staff continue to improve their practice and enhance children's experiences.

Leaders build strong relationships with families and the wider community. They communicate regularly with parents and encourage them to play an active role in their children's learning and development. When children get additional funding, leaders talk with parents about how to use it to meet their children's needs. As a result, children benefit from a shared approach to supporting their learning and development.

Leaders prioritise staff wellbeing and take steps to manage workload effectively. They provide staff with time away from the rooms to complete paperwork and other tasks. Leaders promote a welcoming, family-focused culture. They organise team-building events that strengthen relationships across the team. As a result, staff feel valued, supported and motivated in their roles.