The Little People

Inclusion: Strong standard

Leaders identify children's needs early and implement the graduated approach very effectively. They involve external professionals where needed and agree clear next steps with parents and carers. Leaders review support regularly and change it when children's needs change. For example, when children's behaviour patterns show that more help is needed, leaders increase staffing at key points in the day and adjust targets to provide greater stability. As a result, children receive very consistent support and continue to access learning successfully.

Staff reduce barriers so children can take part fully in daily activities. They follow agreed strategies consistently across the day. For example, staff use communication boards and clear choice boards to help children understand routines and express what they want to do next. Leaders make practical adjustments to the environment, including using additional space in the community, to support children's sensory needs. This ensures children remain included and continue to access learning very successfully.

Leaders use additional funding carefully and link it directly to children's identified needs. Funding supports targeted resources, specialist input and professional development matched to the cohort of children. Leaders review the impact of this support and adjust provision where required. Consequently, children with special educational needs and/or disabilities and those facing disadvantage receive consistent support and continue to access learning successfully.

Curriculum and teaching: Strong standard

The curriculum reflects children's interests and community experiences and meets all areas of learning. For example, staff use visits to local places of worship to extend children's understanding of different beliefs and traditions. They prioritise children's communication and language throughout the day. Staff model clear speech, extend vocabulary and use open-ended prompts, such as 'I wonder', to deepen children's thinking. They organise circle times according to children's ages and stages so learning matches children's development. As a result, children listen attentively and express their ideas clearly.

Staff weave mathematics naturally into children's play. Younger children explore counting through books and join in with number rhymes. Older children confidently recognise small quantities without counting. They use simple addition and subtraction during block play. Staff add and remove blocks to demonstrate changes in quantity and prompt children to explain what has happened. This strengthens children's number understanding and supports their developing reasoning.

Children strengthen their personal, social and emotional development through planned group activities. Staff support children to take turns, listen to one another and work together during shared tasks. For example, younger children take turns to select instruments from the box during music sessions. Staff encourage children to solve problems collaboratively and persevere when activities become trickier. Staff enhance children's physical development through structured movement opportunities, including the introduction of hopscotch to develop children's balance and coordination. Teaching remains purposeful and well matched to children's stages of development. All children consistently access the curriculum.

Achievement: Strong standard

Children make rapid progress from their starting points. Their communication improves noticeably. Children who previously used limited language now speak in longer phrases and express their needs more clearly. They use new vocabulary confidently and contribute more during discussions and shared learning.

Children with special educational needs and/or disabilities and those facing disadvantage achieve well because support is matched carefully to their needs. They engage more consistently, regulate their behaviour more effectively and access learning alongside others.

Children sustain attention for longer and take an active role in learning. They collaborate with others, explain their ideas and show increasing independence in managing tasks. Furthermore, children demonstrate the skills needed for a smooth transition and are very well prepared for their next stage.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish clear expectations and children follow them consistently. At lunchtime, staff set out younger children's lunch boxes, while older children collect their own and organise themselves. Children sit in designated places and settle quickly. Furthermore, staff ensure that children with additional needs are well supported. For example, they store personalised resources, such as sensory items, with the emergency evacuation equipment so that children can remain regulated if routines are disrupted. As a result, children feel safe and supported, even during unexpected change. These routines promote children's independence and contribute to a very calm atmosphere.

Staff maintain high expectations for behaviour. For example, when older children raise their voices, staff remind them about lowered voices and how their behaviour influences younger children. Children respond immediately and continue with their activity. Staff recognise when children need time to regulate and allow space before offering a clear choice to support their re-engagement.

Leaders understand the importance of regular attendance. They monitor children's absences carefully and contact parents and carers if children do not arrive as expected. Where patterns emerge, leaders discuss this with families and provide learning materials during extended absence to maintain connection. This ensures children remain engaged and do not fall behind in their learning.

Children's welfare and wellbeing: Strong standard

Staff know children well and provide care that reflects their individual needs. The key-person system ensures children receive consistent support and reassurance. For example, when children first start, staff provide extra comfort, such as allowing them to keep a familiar blanket or comfort item for a short time while they settle into their new surroundings. Staff understand children's triggers and respond sensitively, remaining close by when children need support to manage their feelings. This promotes children's emotional security and stability.

Leaders prioritise children's health and physical wellbeing. Staff supervise toileting sensitively and maintain children's privacy. They reinforce hygiene expectations consistently, and leaders address any inconsistencies promptly to maintain high standards. Children brush their teeth daily. Staff use strategies such as the 'happy hippo' to demonstrate effective brushing and build good habits. They use a 'healthy lunch box challenge' to encourage balanced choices and supports families to make healthier changes. Furthermore, staff teach children how to keep themselves safe. For example, they prompt children to check whether outdoor equipment is wet before using it and discuss how to prevent accidents. Consequently, children develop healthy routines and a deep understanding of how to look after themselves.

Leadership and governance: Strong standard

Leaders provide clear and reflective oversight of the setting. They review practice carefully and take action where improvements are needed. For example, leaders have extended the induction period so new staff have more time to understand expectations and build their confidence. This strengthens staff practice and ensures children experience secure and reliable support from the outset.

Professional development is purposeful and directly linked to the needs of children attending. For example, staff complete training according to the emerging needs of the cohort, particularly in supporting children's communication and those with special educational needs and/or disabilities. Leaders check that training leads to visible improvements in daily practice to ensure learning is embedded. They use peer observations to confirm that agreed approaches are implemented consistently across the team. Leaders consider staff wellbeing carefully. They discuss workload openly and ensure that their expectations remain manageable while maintaining high standards. This extends the quality of teaching and enhances children's experiences.

Leaders share effective practice beyond the setting through local networks. For example, they share strategies to promote good oral health and support children who speak English as an additional language with other settings. Leaders make decisions in the best interests of children, adapting provision and staffing when their monitoring identifies a need. As a result, leadership secures very positive outcomes for children.