The Tots Team (LS6)

Inclusion: Strong standard

Leaders have built a caring, highly inclusive nursery where every child is supported to succeed. Staff take time to understand each child's needs, especially those with special educational needs and/or disabilities, those who speak English as an additional language, disadvantaged children and those needing support from children's social care. Information from parents and carers, home visits, assessments, and professional advice are used to help staff understand children's strengths and challenges.

Leaders and staff work hard to consistently remove any barriers to learning. The curriculum is designed and implemented so all children can take part and feel included. Extra support is provided quickly when needed, with specially adapted resources for children who need help with behaviour or communication. Children with additional needs learn alongside their peers. They enjoy the same teaching and activities. Children's progress and wellbeing are reviewed regularly and effectively. Staff check how support is working and adjust it when needed. Leaders use early years pupil premium funding effectively to ensure disadvantaged children receive the right help at the right time.

Staff receive regular training to support all children. Leaders work closely with parents, external professionals, and social care agencies to make sure any needs are identified and met swiftly. As a result, children feel safe, included and supported.

Curriculum and teaching: Expected standard

Leaders demonstrate a thorough understanding of curriculum quality and teaching, making informed decisions to drive improvement. They regularly review and refine the curriculum in response to children's needs and staff feedback. The curriculum meets all early years requirements, with purposeful activities that build language and mathematical skills. For instance, staff use effective questions while making play dough to introduce mathematical concepts. Children enjoy engaging activities, such as counting games, number songs and numeral recognition.

Physical, personal, social and emotional development is prioritised, with children encouraged to build relationships with their peers, self-serve at mealtimes and pour their own drinks. They participate in collaborative play and manage their own toileting hygiene practices as they get older. Staff adapt teaching for disadvantaged children and those with additional needs, making reasonable adjustments such as gradual starts and tailored resources.

Assessment is ongoing and informs teaching, with staff using effective systems and individual plans to ensure learning is matched to each child's starting point and stage of development. Staff communicate regularly with families, sharing progress and next steps, and they work together to ensure that every child receives the support they need to succeed. The curriculum is well taught, and children make steady progress across all areas of learning. To strengthen teaching further, leaders should ensure that highly effective teaching is embedded to make every interaction a learning opportunity.

Achievement: Expected standard

Children make encouraging progress from their starting points across the areas of learning. They follow daily routines and respond well to planned activities, which builds on what they already know and can do. Children communicate confidently with adults and their peers. They learn new words and use them during play and conversation. Children ask questions, share ideas and listen attentively during stories and group times.

Children with special educational needs and/or disabilities, disadvantaged children and those who may face additional barriers receive support that helps them take part in learning and make progress alongside their peers. Leaders and staff keep track of these children's progress and review support to make sure it is helping them move forward.

Over time, children gain the confidence and early skills they need for their next stage in learning. Children show increasing independence in managing their self-care needs, such as washing hands, putting on coats and tidying resources away. They confidently make choices, follow routines and show pride in their achievements. This supports children to become resilient learners who are well prepared for the expectations of school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. Staff build warm, positive relationships with children. They set clear expectations for children's behaviour and manage routines consistently. Consequently, children follow the well-established routines and understand the rules and boundaries at the setting. Staff are positive role models who support children to learn to share and take turns. Staff offer lots of praise and reassurance, which helps to build children's self-esteem. All staff need to be consistent so that children know what is expected from them, for example encouraging children to always use their manners when asking for something. Children feel safe and secure to explore and engage in learning.

Children engage positively with their friends, developing a sense of belonging. Children happily join in with activities, showing increasing independence and willingness to 'have a go' and explore. They share their achievements, ask questions and show an interest in each other's ideas. For example, children make different items out of the play dough and discuss what they are making with their peers. Children are encouraged to take turns with the rolling pins.

Leaders and staff monitor children's attendance carefully. They work in close partnership with parents and carers to ensure children's regular attendance. This helps to support children's early education and develop good habits before they go on to school.

Children's welfare and wellbeing: Expected standard

Staff establish positive relationships with children. They are kind, caring and interact well with children as they play and during routine activities, helping children to express their emotions and how they are feeling. This builds children's confidence and sense of emotional wellbeing. Children build on their independence skills as they access a range of activities accessible to them. Staff provide meaningful opportunities to teach children how to keep themselves safe, and they are encouraged to take safe, manageable risks while balancing on the obstacle course and climbing the climbing wall. Children have regular opportunities to spend time outdoors and enjoy dance and yoga to strengthen their physical development.

Staff work in close partnership with parents and carers to ensure that routines from home are followed as closely as possible, such as sleep times. Leaders and staff follow safe sleeping procedures and make sure that children are monitored well as they sleep. Children benefit from opportunities that help them to recognise the importance of oral health. For example, staff teach children about making healthy choices, and they provide children with healthy, nutritious snacks and meals. Leaders have recently reviewed policies and procedures to promote children's welfare and wellbeing, and these now need embedding into everyday practice by all staff members to help children consistently make their own healthy choices.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and take decisive action to address areas for improvement. They regularly review systems and seek input from staff, ensuring that decisions are always in the best interests of all children, particularly those who are disadvantaged or have additional needs.

Staff report that they feel well supported by the provider, who fosters a positive and collaborative working environment. Leaders manage staff wellbeing by offering coaching, regular supervision and opportunities for professional development. Training is impactful, with staff completing relevant courses and applying new knowledge to their practice. Leaders foster a culture of high expectations and continuous improvement, regularly celebrating achievements and encouraging reflective practice among staff. They promote teamwork, open communication and a shared commitment to delivering quality care and education.

The setting's reflective culture ensures ongoing development and improvement. Leaders work closely with families and external agencies to ensure that all children receive the support they need. They monitor progress and review support regularly, making adjustments as required. The leadership team's commitment to ongoing development and inclusive practice ensures that the setting remains a safe, supportive and effective environment for all children.