The Light of The World Community Centre Ltd

Inclusion: Expected standard

Leaders and staff use assessment trackers to identify gaps in children's learning. They recognise that some children need more support for their behaviour and communication development. Leaders and staff ensure that children with special educational needs and/or disabilities (SEND) receive more focused learning time with adults. This supports them to be able to learn alongside their peers and is having a positive impact on their progress. Staff plan for and review the next steps in learning for children with SEND. Leaders outlined their plans to work with inclusion support officers from the local authority. They aim to ensure that children with SEND receive more targeted support for their learning.

The setting does not currently receive any additional funding for disadvantaged children. However, leaders are aware of the differences that this can make to children's outcomes. They aim to ensure that any eligible children can fully benefit from additional funding that they may be entitled to, but are not yet receiving.

Curriculum and teaching: Expected standard

Staff describe their aims to support babies to begin to understand and use simple words and how to play alongside others. Staff who work with older children support them in learning how to count and recognise numbers from 1-10. They provide tools and play dough to support children to develop their hand and finger muscles. This helps to prepare children for learning how to hold a pencil and write. Children with special educational needs and/or disabilities spend time playing with and alongside their key persons. This supports them to develop their communication skills and build friendships with others.

Staff generally interact positively with the children. They narrate their play and repeat simple words back to them. Staff share songs and stories to support children's vocabulary and communication skills. They continue to track children's progress. This helps staff to decide the next steps in children's learning and development. Staff aim to build on children's interests when planning for their learning and engagement. However, at times, staff do not consider how they can maximise learning as children explore and play, to support children to make more rapid progress towards the next steps in their development.

Achievement: Expected standard

Children make suitable progress in their learning. They show that they are developing their listening and concentration skills when staff read stories to them. Children become confident in their speaking and communication skills and build their vocabulary. For example, they talk about characters and events from familiar stories that they have heard. Children enjoy choosing their own play and learning. They learn how to use the toilet and wash their hands independently. Children learn to persevere and solve problems. For instance, they keep on trying when building large towers with blocks.

Children with special educational needs and/or disabilities (SEND) typically make progress from their starting points. They learn how to regulate their behaviour and play beside others. This supports children with SEND to be able to learn and develop alongside their peers and access the programme of activities and experiences.

Behaviour, attitudes and establishing routines: Expected standard

Daily routines generally support children to know what to expect. Children happily sit for meals or follow instructions from staff. Staff are respectful of children's needs and ensure that they are met. They support children to learn how to share and take turns with others. Staff model positive manners to children. They are gentle in their approach to supporting children's behaviour. Children show kindness to their friends, for instance, by looking after a toy for them while they are busy with other tasks.

Staff ensure that the learning environment is resourced and planned to meet children's interests. They deploy themselves effectively to support children's play. Staff ensure that all children can access the environment and learning opportunities available to them. Consequently, children typically remain engaged in their play and show that they enjoy their time in the nursery. They concentrate as they play and develop positive attitudes towards their learning.

Leaders allow flexibility for children's hours and days of attendance. This ensures that children continue to fully benefit from their funded hours.

Children's welfare and wellbeing: Expected standard

All children, including those with special educational needs and/or disabilities, build secure relationships with staff. They respond to cuddles and reassurance from staff when they are upset. This, in turn, supports children's emotional wellbeing and regulation. Care routines are generally positive. Staff promote children's good hygiene by supporting them to wipe their noses or take part in toothbrushing sessions. Children find out about how to keep themselves safe. For example, staff help children to learn about road safety and 'stranger danger'. However, leaders have not considered how to support parents, carers and children to learn more about the appropriate use of screen time and online safety.

Typically, children receive varied and balanced meal options from the nursery menu, such as shepherd's pie or chicken and rice. Children regularly enjoy fruit at snack time. They take part in food tasting sessions to broaden their tastes. However, on occasion, the food offered to children from the nursery kitchen is not as balanced and nutritious as other times. Leaders have not identified that some foods, provided by parents from home, are not as nutritionally beneficial for children. This does not fully support children to hear more consistent messages about healthy diets and make choices about foods that are good for them.

Leadership and governance: Expected standard

Leaders have taken appropriate action to make improvements since the previous inspection. For instance, they make sure that staff have carried out relevant training. This supports them to understand their roles and responsibilities. Leaders have outlined their plans to continue to work with early years advisers from the local authority, to help them identify future areas for development.

Leaders spend time working alongside staff to observe their practice and offer on the spot coaching. Staff receive supervision sessions and feedback to aid them in improving their skills and knowledge. They report positive levels of wellbeing and receive support and adaptations when relevant. Leaders recognise that some staff are still developing their confidence in providing consistently high-quality interactions. They outlined their aims for staff to continue to receive training, to ensure that the quality of the provision consistently develops.

Leaders encourage parents and carers to engage with children's learning. For example, they have set up a lending library, to allow children to borrow their favourite books to read at home. Parents receive verbal feedback from staff about their children's learning and daily experiences. Staff invite them to attend meetings to receive updates on their children's progress. This promotes positive parent partnerships and consistency for children's care and learning.