Busy Lizzie's Ltd

What is it like to attend this early years setting?

Children happily arrive at nursery and eagerly access the large open-plan environment and well-equipped garden. They can choose to play outdoors for much of the day and access resources they need freely. For example, children choose paper and pencils from the art trolley, and they begin to write and draw. Staff skilfully support children to develop their ability to keep themselves safe. For example, staff ask, 'How do we hold scissors safely?', and model the appropriate way to do so.

Children demonstrate a positive attitude to learning and have a strong sense of self. Staff give good consideration to promoting children's independence. For example, at snack time, children cut their fruit and pour their own milk. Children confidently chatter and share news about their home lives with their friends. Children are familiar with the daily routine and behave well. When minor disagreements occur, staff quickly and sensitively intervene to support them.

Children with special educational needs and/or disabilities (SEND), and their parents, are supported well. For example, funding is used effectively to provide additional staffing to support children with SEND to access activities fully. Parents comment that they receive guidance and support for home learning, including referrals to outside agencies. This helps to ensure that children with SEND reach their potential.

What does the early years setting do well and what does it need to do better?

• Staff implement a clear curriculum, which builds on children's interests to help prepare them for their next stage of learning. The manager makes good use of opportunities to develop skills and knowledge and regularly improves the nursery provision. For example, children develop good physical skills as they challenge themselves, balancing on wobble boards and large planks in the garden.
• Partnerships with parents are effective. Parents speak highly of the staff team and comment that they are 'warm' and 'nurturing'. Parents value regular feedback and updates about their child's development. They comment that their children progress well at the nursery, including in their social skills and language development.
• Children who speak English as an additional language celebrate their cultures at the nursery. For example, staff invite parents to read stories, decorate flags and cook food from around the world. This helps children to value their own identity and respect the similarities and differences of others.
• Staff promote children's independence. Children confidently choose what they would like to play with throughout the day and develop good self-care skills. For example, children competently wipe their noses when they need to and independently wash their hands before mealtimes.
• The manager is reflective in her practice and has an ambitious vision: to continuously improve the nursery. Overall, the manager supervises staff well. For example, staff receive regular training and supervision to support their professional development and well-being.
• Children demonstrate strong attachments with their key person, who knows them well. They check in with their key person throughout the day and seek them out to play. Staff act as good role models and treat children and each other with respect. For example, children are sensitively reminded to listen to each other and receive consistent praise. This helps children to feel safe, secure and valued.
• Staff support and extend children's learning well. They skilfully follow children's interest and challenge them through play. For example, staff playfully cook 'carrot soup' with children in the mud kitchen. They teach children that 'carrots are vegetables' and 'vegetables are good for you'. This helps to develop children's understanding of the natural world and healthy eating.
• Children make good progress in their communication and language development. Staff celebrate a love of reading through the 'book of the week'. Children enjoy singing and story time and join in to 'wham', 'bang' and 'clap' to the rhythm of the words with excitement. Overall, staff provide a good standard of teaching. However, on occasion, staff ask children questions but do not give enough time for them to answer. This does not support children to recall their prior learning when considering their response.

What the setting must and should do next

The provider should:

• support staff to recognise when children need more time to process their thoughts and ideas when responding to questions.