Tiny Hearts Big Futures

Inclusion: Strong standard

Leaders and staff create a fully-inclusive setting. Staff know children very well and build solid bonds from the outset. They identify children's individual needs quickly through initial assessments and communication screening tools, for instance. They identify gaps in learning and development swiftly and plan accordingly. Staff recognise that individual needs can be complex and require input from other professionals. Leaders have a clear understanding of referral processes and meet all children's unique needs. Staff review learning plans regularly with parents and carers and external professionals, so support remains targeted and purposeful. This supports all children to thrive, including those with special educational needs and/or disabilities or who face other barriers to their learning.

Leaders rigorously follow all avenues to provide children and their families with the support they require. They use any additional funding very effectively. For example, they purchase equipment to help children to sit fully supported. They deploy extra staff, giving smaller ratios and extra support, where needed. Staff use British Sign Language in an inspirational manner throughout the setting. Children sign as they sing rhymes, say 'thank you' and 'good morning' and during play, such as to indicate different colours.

Leaders design a highly-effective coaching and training plan for staff. This is reflected on regularly to ensure that it precisely supports the children attending. Staff have completed training to support children who are born prematurely. Leaders are working towards a whole-setting accreditation for this. Parents value the commitment to inclusive practice, and leaders' highly-reflective approach helps to secure excellent outcomes for all children.

Curriculum and teaching: Strong standard

Leaders have a robust understanding of the ambitious, inclusive curriculum and of teaching across the setting. The well-sequenced curriculum is understood by all staff and supports children to build on prior learning. Staff continually assess what children know, can do and what they need to learn next. This practice ensures that teaching is well matched to children's next steps in learning and individual needs. Children with special educational needs and/or disabilities and those who face barriers to learning are fully supported, with small-group and one-to-one support. This ensures that children can access a fully inclusive curriculum.

Leaders place personal, social and emotional development at the heart of practice. Staff promote a language-rich environment, where they engage in consistently high-quality interactions with children. They continually talk about what they are doing, seeing and hearing. For example, during outdoor activities, children listen to sounds in the environment as staff introduce descriptive language. Communication and language is supported from babies with constant interactions between staff and children. The use of rhymes and books is evident across the setting, as they have focus rhymes and books. For example, the use of 'The Very Hungry Caterpillar' links throughout activities as staff reinforce this alongside other books linked to minibeasts. Children compare the size of, and count, spiders as they explore a web. This supports children's understanding of early mathematical concepts. Physical development is fully supported across the setting, as children competently use climbing equipment, wheeled toys, jump and hop, for instance.

Language skills are embedded and taught in a fun, enriching way. Children are motivated and enthusiastic as they name letters and decode tricky words. Children enjoy trying to write their name on menu cards in the role-play area.

Achievement: Strong standard

Children achieve impressively well from their starting points in development. Those facing disadvantage, or with special educational needs and/or disabilities, make progress in their physical and communication skills. For example, when children arrive with low starting points in communication, they quickly learn to use British Sign Language to communicate basic needs. Support with walking and the use of physical aids supports some children's mobility. All children feel confident and show independence.

All children are very well prepared for their next stage of learning, in the setting or when moving on to school. Children show great confidence as they access resources and join in with activities. They show positive attitudes towards their play and learning. Children learn, from a young age, to share and take turns. For example, when using the bicycles, they happily finish their turn and pass the equipment on to the next child.

Behaviour, attitudes and establishing routines: Strong standard

Children have close relationships with staff and their friends in the setting. They arrive happily and settle into the routine quickly. Children show enthusiasm and confidence as they access activities that are well thought out and enriching. Staff have an excellent understanding of ensuring that activities are inclusive for all children, including those with special educational needs and/or disabilities. They praise and celebrate children's achievements, consistently encouraging positive behaviour and attitudes. For example, when children blend words during a language activity, staff and other children clap and offer words of praise.

Leaders and staff are excellent role models. They have embedded a harmonious and respectful environment. There are clear, age-appropriate expectations for and of children's behaviour throughout the setting. For example, children understand and follow the setting's 'golden rules'. Staff are responsive and supportive to all children, with a clear sense of mutual respect across the setting. Children interact with others, sharing and taking turns with resources and working collaboratively.

Regular attendance is a priority, and leaders have effective processes to monitor and promote this. They work in partnership with parents and carers to ensure that they understand the impact of regular attendance and offer support, where needed. This helps children to establish positive routines and has significantly improved children's attendance.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing, putting these at the heart of the provision. There is a well-established, caring and positive ethos throughout the setting. Babies' routines are supported through a thorough settling-in process. Detailed information is gathered from parents and carers, such as around sleep routines, weaning and feeding. Parents comment on how their children have settled fantastically well and on the warmth and genuine care that leaders and staff show. The key-person system is very well established and offers consistency and familiarity for all children.

Staff consistently promote the values of the setting, and these are clearly embedded. They have a focus on children's uniqueness and meeting individual needs. This includes for those children who face barriers to their learning or with special education needs and/or disabilities. Children explore their emotions as they place their photo on a happy or sad bear. Staff support this further, using sign language to meet individual needs. Children benefit from healthy and nutritious food and drinks throughout the day. The setting caters very well for children with any specific dietary requirements. Children learn about the importance of staying healthy and safe and develop their independence skills. For example, at mealtimes, children wash their hands and say they are clean and that all the sand has gone. Children have a real sense of belonging as they are consistently supported to feel safe and valued.

Leadership and governance: Strong standard

Leaders show enthusiasm, dedication and passion for their roles. They are reflective in their evaluations of practice. They identify where changes are necessary and quickly address these areas. Staff are well supported through coaching and regular reviews. Leaders check on staff's wellbeing consistently, offering support with personalised targets. Staff are supported in their professional development and feel valued and empowered as they share their ideas. Staff note that spending time in other setting rooms has deepened their understanding of supporting children's transitions to the next stage of their nursery experience. When staff requested further sign-language training, this was swiftly implemented.

There is clear collaboration between leaders, staff, parents and carers and other professionals. Planning is purposeful and linked to children's individual interests and needs, including those with special educational needs and/or disabilities and those who face other barriers to learning or wellbeing. Interventions for children who need additional support result in extremely positive outcomes. Leaders have supportive networks with other settings within the local authority to share ideas and inspiring practice. They are continually evaluating the provision to ensure that children thrive and have the best possible outcomes.