The Wilson Marriage Centre Nursery, Little Learners

Inclusion: Strong standard

Leaders and practitioners have a secure knowledge of child development and how to provide quality, inclusive practice. Practitioners' participation in quality training opportunities and leaders' rigorous monitoring of children's progress mean children's individual needs are swiftly identified and assessed. This includes children with special educational needs and/or disabilities and those learning English as an additional language.

Priority is given to ensure positive and meaningful working relationships with parents are established. Practitioners work in partnership with parents and any outside agencies to help support children to achieve the best possible outcomes and to reach their full potential. They assess children's progress regularly in consultation with parents. Leaders ensure additional funding is used effectively, such as early years pupil premium. Additional resources are obtained and training for practitioners is implemented swiftly to ensure the best possible impact and progress for all children.

Curriculum and teaching: Expected standard

Some transition times are not seamlessly implemented. This means at these times, children are not supported to remain fully engaged. This has an impact on children's learning and development at these times.

Leaders regularly monitor and review the broad and ambitious curriculum in place to ensure it supports all children's development. Learning is promoted both indoors and in the outdoor environment. There is a strong commitment to ensure all children are able to communicate their ideas and needs, which supports children's personal and social development. This includes robust strategies in place to support children with speech and language delay or those who speak English as an additional language, such as using sign and picture prompts. Practitioners model language and use simple repetitive words to help children understand. Babies are encouraged to listen to sounds in the environment, such as rice pouring. Practitioners encourage early language development. For example, they use musical instruments and sing to children spontaneously.

Practitioners assess children's progress and plan activities that follow their interests effectively. For example, children's interest in making a volcano is supported through a spontaneous shopping trip to buy ingredients to continue their learning, including supporting their early mathematical development.

Achievement: Strong standard

Children and babies feel secure and develop a positive attitude to learning and to trying new things. Children's personal, social and emotional development and their communication and language skills are developing well, including children with special educational needs and/or disabilities (SEND) and those learning English as an additional language.

Children self-select activities of their choice and access resources to help them initiate their own play. For example, young children are fascinated with large ice blocks. They enjoy the sensory experience of the ice and are fascinated as it melts and ask lots of questions. They show sustained concentration as they make good attempts to chip away at the ice, suggesting they use play hammers to reveal the frozen penguins inside. They persevere and confidently explain how they have completed the task. All children regardless of their starting points and any barriers to learning make progress in their development, and strategies and early interventions are in place to support all children, including children with SEND. Minor weaknesses in teaching do not impact on children's overall achievement.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners have high expectations for all children. They are calm, kind role models and speak to children with genuine respect. For example, babies are asked if their nappy can be changed or face can be wiped.

Children experience daily routines that are not yet consistently implemented across the day. Practitioners give appropriate explanations as to why some behaviour is not acceptable. Lots of positive language is used and all children's achievements and efforts are celebrated. The use of books and teachable moments help children understand feelings and emotions and the impact that some behaviour has on their friends. Children show kindness to one another and have the language to express how they feel. They confidently speak about feeling sad and explain why and what they need to feel happy. Children spontaneously use timers when negotiating how to share resources.

Leaders work closely with parents, providing comprehensive information about how children learn, how to support learning at home, healthy lifestyles, routines and the importance of regular attendance and punctuality.

Children's welfare and wellbeing: Expected standard

Children learn about healthy food choices during cooking activities and discussions at snack time. However, inconsistencies in how transitions are organised at mealtimes mean that children's wellbeing and engagement are not always supported at these times.

Leaders implement an effective key-person system, and regular detailed discussions with parents are held to ensure all children's individual routines are respected. This includes following specific requests for babies' sleep and feeding routines and any considerations needed for children with special educational needs and/or disabilities.

Children learn the importance of fresh air and exercise through daily routines and activities. They choose where they want to play and have access to outdoor learning all year round. Children engage in risky play and learn the importance of how to stay safe during activities. For example, they enthusiastically help practitioners to fix a winter curtain on the garden door. They fetch chairs so that they can reach and remind their friends to stand still so as not to fall. Even toddlers learn the skill of cutting fruits safely while closely supervised by practitioners. They count the pieces of apple they cut and show pride in their achievement.

Leadership and governance: Expected standard

Leaders have a clear vision, ambition and high expectations for children attending. There is an established culture of self-evaluation and reflection. Secure systems are in place to drive improvements, and leaders are realistic in identifying areas of strength and those to improve. Leaders recognise that routines, particularly transitions from play to mealtimes, are not yet secure and impact some children's emotional wellbeing. There is a clear commitment to work with any professionals involved with children attending to ensure continuity and that all children receive support and achieve the best possible outcomes. This includes establishing positive partnerships with other early years settings the children attend.

A robust recruitment process ensures children are cared for by practitioners who are suitable to do so. Practitioners speak highly of the approachable leadership team. They feel their welfare is considered, that they are valued, and they welcome the training opportunities provided to continue with their own professional development. Support is given through routine supervision, team meetings and monitoring practice. Recent improvements for staff communication have been strengthened to ensure the team is fully aware of relevant information.

Children thrive as leaders ensure positive engagement with parents. This is particularly important as the setting offers childcare not only to the local community but also to adult learners attending short courses at the college.