The Little Oak Tree Day Nursery

Inclusion: Expected standard

Leaders take all necessary steps to ensure that children with special educational needs and/or disabilities (SEND) have full access to the setting's curriculum. They identify children's emerging needs swiftly. Staff develop targeted support plans to close any gaps in children's learning. They regularly review plans to ensure that they meet children's needs effectively. Leaders make timely referrals to external agencies to ensure that children get the help and support that they need. Staff work in partnership with a variety of professionals involved in children's care, including physiotherapists and speech and language therapists. This supports children to make the best possible progress towards achieving their identified targets.

Staff have the skills and knowledge to effectively support children with SEND, including learning specific skills to ensure that children with disabilities are safe in the setting. Leaders have identified further training opportunities for staff to continually enhance the quality of care and support that they offer. Strong and trusting relationships with children and their families ensure that leaders are aware of potential barriers to learning. Leaders carefully consider how best to use additional funding to improve outcomes for children. For example, they use funding to ensure that children who may be at a disadvantage access a range of extra-curricular activities. This broadens children's experiences and skills for the future.

Curriculum and teaching: Expected standard

Leaders have an effective oversight over the quality of the curriculum and teaching within the setting. The curriculum is broad and is further enhanced by a range of additional opportunities made available for all children, such as a visiting farm to the setting. Staff provide a range of adult-led activities, based on children's emerging interests and carefully planned to build on what children already know and can do. Staff adapt their teaching according to children's stage of development. For example, during an outdoor mathematics activity, children identify 'tall' and 'short' objects. This is extended further for some children as they compare weight. Leaders are now taking steps to enhance teaching even further to deepen children's learning.

Staff teach mathematics well, especially in the pre-school room. Children learn to count, identify numbers and group objects. Children's physical development is a priority. The environment is well thought out to support babies to stand, cruise and walk. Staff plan outdoor play to develop children's fine and gross motor skills and support children to take risks. Leaders ensure that children with special educational needs and/or disabilities have the same opportunities for physical development. Generally, the support for children's communication and language is secure. Staff promote children's early language development by reading stories and singing songs with them. Staff talk to children as they play, modelling words and asking questions. That said, children's communication and language development is sometimes limited by the use of dummies, or staff not allowing enough time for children to respond to questions.

Achievement: Expected standard

Children develop the knowledge and skills they need to progress to their next stage of learning. They have the skills they need to transition to school. For example, children put on their own shoes and coats, toilet independently and follow instructions well. Children with special educational needs and/or disabilities and children who may be at a disadvantage meet their identified targets.

Pre-school children develop a deep understanding of numbers and a range of mathematical language, using words such as 'represent'. All children progress well with their gross motor skills. They climb, balance, ride bicycles and negotiate space well. Children make positive progress with their communication and language development. Babies confidently babble and repeat single words. Older children demonstrate listening and attention skills. They talk about their previous learning. For example, they compare how the patterns they make with their torches look like the Northern Lights.

Behaviour, attitudes and establishing routines: Expected standard

Children have a positive attitude to learning and engage for sustained periods in their play. Children understand the boundaries in place and respond positively to gentle reminders about rules. Children of all ages play well alongside their peers. Babies demonstrate excellent turn-taking, and older children willingly support their younger peers. Children form secure bonds with the staff that care for them. They are motivated by the praise they receive and enjoy completing helpful tasks for staff.

Staff and leaders have embedded clear and consistent routines within the setting so that children know what is expected of them. Children understand the routines and generally respond well. However, there are times throughout the day that staff do not adapt their routines to meet the emerging needs of children. For example, staff do not consistently pick up on cues that children are tired or disengaged with an activity during the busy drop-off time.

Leaders understand the importance of attendance, finding out reasons for any children's absences. Where necessary, they work with families and other agencies to support attendance.

Children's welfare and wellbeing: Expected standard

Relationships throughout the setting are warm and positive. Staff are flexible and responsive to the needs of new children settling, with a focus on building attachments. Staff work closely with parents and carers to make sure that they mirror babies' routines from home. This ensures continuity for children's sleep patterns and important progressive targets, such as weaning. Children demonstrate a secure sense of emotional wellbeing. In the presence of unfamiliar adults, babies are quickly reassured by their key persons. Staff identify suitable strategies to support older children to manage their emotions. Staff are attentive to children's individual care needs. For instance, they support children to wipe their noses and change nappies with privacy and sensitivity. Children make clear progress with their independence skills.

Staff support children to develop good habits for a healthy lifestyle. Children enjoy healthy meals and snacks. For older children, snack time is a key learning opportunity. They learn to prepare their own snacks and pour drinks independently. Outdoor play and opportunities to be physically active are a key component of the daily routine. Children learn to manage their own risks as they climb and balance. Leaders ensure that children with special educational needs and/or disabilities have the same opportunities to access outdoor play and physical exercise.

Leadership and governance: Expected standard

Leaders have an excellent understanding of their setting and the children that attend. They strive for continual improvement with the aim to deliver a highly ambitious and child-centred curriculum. Leaders have effective strategies in place to monitor staff's practice and performance. They swiftly identify where improvements can be made. Staff receive support to expand their knowledge and skills through training and use what they have learned to make positive changes to their practice. Leaders provide regular and highly focused supervisions for staff and prioritise their wellbeing. Staff report feeling valued and feel they are given the time and support to manage their workload effectively.

Parent partnership is strong. Parents and carers appreciate the extensive daily communication they receive about their child's day as well as regular updates on their child's development. Parents feel that the opportunities available go 'above and beyond'. They appreciate how staff take time to know their children, gaining a thorough understanding of each child's uniqueness before they start. Leaders actively involve parents through initiatives such as stay-and-play sessions.