Tiny Acorns Nursery

Inclusion: Expected standard

Staff identify babies' and children's needs quickly and accurately. They have a secure understanding of babies' needs and progress, which has a positive impact on reducing barriers to learning.

Leaders access a range of training and work collaboratively with other settings in the area to extend their knowledge of disadvantaged children and those with additional needs.

Leaders and practitioners collaborate with parents and other professionals to give every child the best possible start in life and reduce barriers to learning. Staff are helped by leaders to support all children, and particularly those who face barriers to learning, including decisions on what adaptations would benefit children to thrive. Leaders have a good knowledge of how to support disadvantaged children when they attend the setting in the future. All children, including those who speak English as an additional language and those who may encounter other barriers to learning, such as children with special educational needs and/or disabilities, make progress because of prompt intervention and focused teaching strategies.

Parents comment positively on the early identification of their child's barriers to learning and the support put in place that follows the same routines at home. Key persons provide regular updates in person and on the parent app.

Curriculum and teaching: Expected standard

Leaders and staff consistently engage in high-quality interactions with babies. Resources in the baby spaces support stages of development and provide good opportunities for further child development through interactions. Practice observed inside the toddler and pre-school rooms meets a high standard through play opportunities that are enhanced by high-quality interactions.

The prime areas of the curriculum are designed to give children the strongest start, focusing on communication, language, and social and emotional development. Leaders and staff regularly observe and engage with children to identify their unique learning needs, and then use these assessments to plan activities that support ongoing development.

From an early age, children are encouraged to recognise and manage their emotions, supporting their social and emotional development. Physical activity is prioritised to help babies and children build strength and coordination. Staff boost children's confidence in mathematics by integrating numbers and patterns into daily routines and activities, ensuring regular opportunities to develop these skills.

Children enjoy the outdoor area, which supports physical development for toddlers and pre-schoolers. However, staff do not fully extend or challenge children's learning outdoors and are less confident in doing so compared to indoor activities.

Leaders have a good knowledge of how to support disadvantaged children, and those who may encounter barriers to learning, such as children with special educational needs and/or disabilities, should they attend the setting in the future.

Achievement: Expected standard

Babies develop appropriate knowledge and skills in the prime areas of learning.

Children develop knowledge and skills across the seven areas of learning appropriate to their age and stage.

Children are prepared for the next stage of development as they move through the nursery and pre-school. Transitions are carefully planned to support moving to new rooms. Pre-school children are guided to develop school-readiness skills. Activities are designed to help them adjust to new routines, such as learning how to line up during transitions. Children with barriers to learning receive the necessary support to make progress and reach their next stage of learning.

Children are not consistently challenged when learning outdoors to build on what they already know, for example extending vocabulary beyond the colours they already know.

Behaviour, attitudes and establishing routines: Strong standard

Staff consistently promote the highest standards of behaviour among children, who display notably positive attitudes towards both learning and each other. Collaborative games and activities foster positive behaviour and encourage children to play harmoniously together. Throughout the setting, adults provide specific and positive praise, reinforcing good behaviour and inspiring children to please their key persons. Routines are firmly established from the baby room through to pre-school, with children understanding expectations and responding attentively to adults.

Leaders and staff place a strong emphasis on developing personal, social and emotional skills, resulting in children who can regulate their emotions effectively.

Attention is given to fostering independence. Children are provided with opportunities to acquire new skills, such as serving themselves and considering appropriate portion sizes during lunch, which supports responsible decision-making.

Practitioners build strong partnerships with parents, helping babies and children to develop secure, positive attachments with their key persons. Leaders help families keep their children attending regularly, offering support when family situations change, so children can continue receiving consistent care and education.

Children's welfare and wellbeing: Strong standard

Leaders create safe, welcoming spaces where children enjoy play, learning and activities with each other. Strong and nurturing relationships are consistently formed between key staff, babies and children, ensuring secure attachments and responsive care throughout the setting. Communication with families is a priority for leaders.

Babies and children are provided with daily opportunities to enjoy the nursery. Children receive support and encouragement from staff to learn about their physical development through games and activities such as toddler rugby. They learn to make safe choices and understand ways to maintain good health. Staff use daily routines such as handwashing to promote wellbeing and good personal hygiene. Staff understand safe sleep practice and regularly check on children to keep them safe. Children are supported to recognise and manage feelings to develop emotional and social skills. Mealtimes encourage healthy choices and social interaction, with children serving themselves. Parents appreciate the nutritious food options provided.

Leaders and staff have an in-depth understanding of the children and their families throughout the nursery. They demonstrate a strong ability to adapt to the changing needs and situations of each child and family. Parents feel supported and listened to, commenting on how flexible the staff have been to help them at difficult times. Established routines are well structured to support what happens at home with the youngest children. Children consistently make good choices and decisions.

Leadership and governance: Expected standard

Regular supervision is in place to support staff, helping them feel valued and appreciated. Leaders make staff needs and wellbeing a priority. They monitor workload to ensure it remains manageable and encourage staff to ask for help. Leaders offer frequent and relevant opportunities for professional development, which staff are enthusiastic to pursue.

Leaders collaborate with parents, professionals and schools to ensure children receive a strong foundation for learning and appropriate support during transitions to new settings. Changes in ownership have prompted a change in leadership structure, providing greater support throughout the team. Staff appreciate leadership support, ensuring help is always available.

Leaders possess a clear understanding of the setting's unique circumstances, recognising both its strengths and areas needing further development. They set high expectations for the children and proactively implement measures to support progress. The nominated individual maintains overall oversight of the nursery, actively supporting and constructively challenging leaders to promote continuous improvement, while being mindful of leaders' workloads.

Leaders have not developed the outdoor provision to the same high standards as those observed indoors. Staff interactions with children and their use of resources are not as effective in this area as they are inside. This means that staff do not take all opportunities to challenge and extend children's learning, including their emerging storytelling skills.