Tiny Miracles LTD

Inclusion: Strong standard

Staff inherently promote and value children's individual differences within this highly inclusive nursery. They work with notable consistency and impressive precision to identify children with special educational needs and/or disabilities at the earliest stage. Leaders and staff take a graduated approach, which helps ensure the levels of support continue to meet the children's needs. Targeted support is implemented swiftly, ensuring that children receive the help they need to make positive progress. Staff forge successful partnerships with parents, carers and external professionals, using this collaboration to secure the best possible outcomes. As a result, all children, including those who may face additional barriers, achieve well from their starting points.

Staff provide highly effective support for children who speak English as an additional language, ensuring they remain fully included in all aspects of nursery life while developing their confidence and understanding of English. For instance, they use key vocabulary from children's home languages, alongside English, to strengthen communication and help children feel understood and valued. Staff also make skilled use of visual prompts, gestures and objects of reference to reinforce meaning and promote children's active participation. As a result, children who are new to English engage well, build secure understanding and make progress in their language development. For children who receive additional funding, staff undertake careful assessments of individual needs and use this funding strategically to maximise its impact. For example, the pupil premium is used effectively to secure targeted resources that support children in developing to their full potential.

Curriculum and teaching: Expected standard

Leaders possess an accurate understanding of the quality of the curriculum. It is well designed and sequenced appropriately to build on what children know and can do. The curriculum is ambitious and sharply focused on promoting communication and language. Children excitedly chat while creating a soundscape for the story using bottles filled with cotton wool, twigs, soil and water. This auditory and sensory experience ignites their interest and inspires them to use new vocabulary, such as 'softly' and 'crunchy'. Staff confidently describe what they want children to learn and demonstrate how they will support them, including adapting their teaching to meet the needs of children with special educational needs and/or disabilities. However, on occasion, staff do not provide children with sufficient time to think and respond to questions. Enhancing staff practice to ensure interactions are embedded and consistently of a high standard would further strengthen the impact.

Staff integrate mathematical concepts throughout children's play. For example, after they learn about different dinosaur names, they encourage children to count the dinosaurs in the sand tray and compare their sizes, enabling them to apply mathematical language and reasoning in meaningful contexts. Children develop the physical skills expected for their age. Younger children develop their gross motor skills by riding bikes in the spacious garden and by learning to climb stairs safely as part of their routines. Older children practise their fine motor control in fun and engaging ways. For example, when learning about people in the community who help them, they squeeze the water spray bottles onto the painted fire scene to help the fire brigade put out the fire. Staff prioritise children's personal, social and emotional development. They encourage children to play alongside one another and develop their social interactions. Staff teach children how to recognise how they are feeling and find appropriate ways to express themselves.

Achievement: Expected standard

Children achieve well from their different starting points as a result of the setting's curriculum and teaching. During their time at the nursery, children acquire the necessary foundational knowledge required to be school ready. This includes developing self-care skills, improving communication and language, and growing in confidence. Children with special educational needs and/or disabilities receive enhanced support that helps them to achieve.

Children who speak English as an additional language quickly learn that they can communicate with others to express their wants and needs in both languages or through Makaton. In most cases, children learn to recognise their own achievements and strengths, which provides them with a sense of pride. Typically, children focus their attention and maintain increasingly high levels of concentration. Leaders should now focus on how well children develop resilience, when faced with new challenges.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for behaviour, and these are usually understood and followed well by most children. Staff use shared strategies to promote positive attitudes and to encourage children to play alongside one another. For instance, when manipulating play dough to form different shapes, staff champion children to persevere, cooperate and take turns. Thoughtful interventions are carefully tailored for children with special educational needs and/or disabilities.

Staff remind children about rules, such as using their 'walking feet' indoors and 'kind hands' when playing in the garden. However, staff do not consistently teach children the reasons these rules are important. Therefore, children do not always build on their understanding of rules and boundaries to help them regulate their actions independently.

Leaders and staff use the recently implemented 'emotion coaching' to support children with their behaviour and communication. Leaders have begun to see early impact, with children better able to manage their feelings and emotions. Leaders monitor children's attendance regularly and support families in developing regular attendance habits so that children do not miss out on their early education.

Children's welfare and wellbeing: Expected standard

Effective settling-in procedures help children move smoothly from their parents' care into the setting. Key persons build positive attachments with children, supporting their emotional wellbeing. Children play and learn in an environment that feels safe, welcoming and secure. Safe eating routines support children to enjoy a nutritious diet. This helps children understand that leading a healthy lifestyle is a priority in this setting. For example, children learn how to brush their teeth and how it helps to maintain effective oral hygiene. Children are boosted by nurturing staff to exercise freely in the enabling outdoor area. Staff teach children how to use the equipment safely and remind them to take care of themselves and others when outside.

Leaders have created a welcoming environment, where children's wellbeing is high profile. For example, the recently implemented emotional coaching is being monitored on how it supports children to recognise and manage their emotions. They get down to the children's level and ask them how they are. They show genuine interest in what children are doing and seek to understand how they feel. This helps children to feel valued and connected. Children learn the importance of managing their own self-care. Children wash their hands and understand why it is important to do this before eating and after using the toilet. Staff and leaders are responsive to the varying needs of the changing circumstances of the individual children and families.

Leadership and governance: Expected standard

Leaders demonstrate a commitment to supporting children and families in the local community. They possess a clear, ambitious vision to provide all children, including those with special educational needs and/or disabilities, with high-quality education and care.

Parent partnerships are effective. Parents appreciate the regular communication and are pleased with the progress that their children make. They are invited to special events to help them build on learning at home.

Staff feel well supported and have regular supervision meetings with the leader. They are given wider opportunities to improve their practice, for example, through peer observations and coaching. Staff complete the statutory training required and continue to enhance their knowledge through regular updates and additional training. Leaders are receptive and reflective and have clear plans in place to improve elements of practice that they identify as needing more time to embed. For example, recent initiatives to support children's oral health and emotional literacy are being monitored closely. Leaders have already identified suitable next steps to improve the overall impact these implemented strategies have on children's learning and development. Leaders are working towards a more detailed and perceptive analysis of the setting's strengths and areas for development that will further impact the overall quality of the provision and practice.