Thurrocks Little Learners

Inclusion: Strong standard

Leaders create a thoughtful and inclusive culture where practitioners know children well and respond sensitively to the individual needs of children, including those of children with special educational needs and/or disabilities. They gather detailed information from families, observations, progress checks at age 2 and specialist advice to identify emerging needs early and put appropriate support in place.

Practitioners make purposeful adaptations that enable children to participate confidently alongside their peers. Photos of familiar routines, such as snack and toileting routines, help children communicate their needs and make choices independently. Staff also build activities around children's interests, using resources such as pom-poms and shells to develop communication, turn-taking and participation. At mealtimes, practitioners use detailed knowledge of individual care needs to provide safe, responsive support while children eat alongside their friends.

Leaders work closely with parents and specialist services and review support as children's needs develop. They respond flexibly to family circumstances, offering sessions around appointments and using early years pupil premium funding to support continuity during holidays. Leaders also provide thoughtful support for families who need additional help, including by connecting them with the 'Family Hub'. These well-coordinated approaches reduce barriers, help children take part fully in nursery life and support their confidence, development and progress.

Curriculum and teaching: Expected standard

Children experience a broad curriculum across all areas of learning and development. Practitioners provide purposeful experiences that build knowledge and skills through play, routines and planned activities. They develop children's communication and language through singing, books and conversations during play. As children explore play dough and loose parts, practitioners introduce words such as 'squeeze', 'pinch' and 'pull'. Children develop mathematical understanding as they stack, sort and explore shapes and scoop sand. Climbing, sliding, riding and using scooters support physical development, while everyday routines and play develop children's confidence, cooperation and self-regulation.

Practitioners use observations and their knowledge of children's starting points to adapt activities and resources to meet different needs and stages of development. Visual resources, individual communication books and carefully selected activities help children with special educational needs and/or disabilities to participate and communicate. Children follow their interests and make choices about their play.

Practitioners do not consistently extend children's learning through their interactions. At times, they use questions that require brief answers rather than encouraging children to explain their thinking or extend their ideas. Adults sometimes complete tasks for children rather than allowing them time to work things out independently. This limits opportunities for children to develop their thinking, language and independence.

Achievement: Expected standard

Children generally make progress from their starting points and develop age- and stage-appropriate knowledge and skills across the areas of learning. Many children build their vocabulary, use words to express their needs and ideas, listen to others and increasingly sustain interactions. Children typically develop early mathematical understanding as they count, sort, match and explore size and quantity. During spontaneous tea-party play, children combine and share oats, using their developing understanding of quantity as they play together. Babies develop their physical skills and coordination as they climb, slide, post objects and stack resources, showing perseverance as they repeat activities and work out how things fit together.

Children with special educational needs and/or disabilities, disadvantaged children, children who have previously received support from children's social care and children facing other barriers typically make progress from their individual starting points. Most children develop increasing confidence, social skills and positive attitudes as they become more settled and engaged in learning.

Children usually acquire the knowledge and skills needed for their next stage. Older children develop the communication, physical skills, confidence and positive attitudes that will support their transition to school. Some children are still developing independence in everyday routines, while some are not yet consistently extending their ideas, explaining their thinking or making connections in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave very well and show positive attitudes towards their learning and play. They understand and respond positively to the setting's shared expectations of 'kind hands' and 'kind words'. Children form warm, trusting relationships with practitioners and develop positive relationships with one another. They readily share, take turns, negotiate and cooperate in their play. When using magnetic shapes, children work collaboratively to build a tower, sharing ideas and considering each other's suggestions as they develop their construction together.

Children demonstrate a clear understanding of familiar routines and expectations that reflect their age and stage of development. Older children move happily and confidently between different areas of the setting, often talking and interacting with one another as they do so. Younger children receive simple, age-appropriate guidance to help them understand expectations and manage disagreements, with children supported to share resources and continue playing alongside one another. Children respond positively to these approaches and increasingly manage their behaviour and relationships with confidence.

Practitioners recognise children's individual needs and circumstances and provide sensitive support that helps children regulate their emotions, settle and participate fully. Leaders place importance on regular attendance and punctuality and work with families when attendance concerns arise. They use available funding thoughtfully to support continuity for children who attend during term time only, enabling children to access additional sessions during the holidays. This helps children maintain familiar routines and relationships throughout the year.

Children's welfare and wellbeing: Expected standard

Children receive warm, responsive care that meets their individual needs and helps them feel safe, settled and valued. Key persons know children well and build secure, responsive relationships with them. During play, practitioners spend time alongside children, responding to their interests and cues. Children enjoy warm interactions with familiar adults, such as when taking turns to roll a ball backwards and forwards while laughing together. Practitioners understand children's individual routines, preferences and care needs and use this knowledge to provide consistent support.

Parents describe their children becoming increasingly settled and confident, including through patient support with eating and toileting. Children with special educational needs and/or disabilities receive tailored care that supports their communication, personal care and participation.

Children develop an increasing understanding of their health, safety and wellbeing through familiar routines. At mealtimes, babies sit together and receive food that reflects their individual weaning stages. Practitioners consider appropriate textures and portion sizes and follow children's individual care plans where needed. Sleep routines reflect children's individual needs and safer-sleep guidance. Children receive reassurance and support to recognise and manage their emotions and to settle confidently.

Children have regular opportunities to move, be active and enjoy fresh air. They access the outdoor area each day, although wet weather can make outdoor experiences less consistent for babies without suitable waterproof clothing. This means that some babies have fewer opportunities to enjoy outdoor play when the weather is wet.

Leadership and governance: Expected standard

Leaders generally understand the setting's strengths and areas for development. They take action as the provision grows and respond to the needs of children and families. They have developed separate spaces for different age groups and have redeveloped the garden to provide varied opportunities for children to learn and play outdoors. Leaders are also developing plans for a separate hub in the garden that all children can access, with a particular focus on sensory needs.

Leaders consider children's individual circumstances when making decisions, and work with families, the local authority and outside professionals to secure appropriate support. They generally maintain regular communication with parents and help families access wider services when needed. Staff report that leaders support their wellbeing and make them feel valued in their roles.

Leaders use self-evaluation to review the provision, though they are still developing how they use this process to drive improvement. They are beginning to put identified improvements into practice, while some aspects of practice are still developing across the setting. Staff access training through the setting's training package and share their learning with colleagues. Leaders are preparing for a planned change in management through induction and training, helping to maintain continuity for children, families and staff.