Caterpillars Nursery.co.uk Ltd

What is it like to attend this early years setting?

Staff actively model play by showing children how to use resources. They encourage them to have a go themselves. For example, staff 'clack' a castanet before handing it to the babies, who happily take their turn and then pass it back. The castanet goes back and forth, showing how these interactions actively engage and motivate children. Children form secure attachments with staff. For example, overtime, babies move away from their key person and start building relationships with others. Older children confidently invite visitors to join their role play, showing confidence in social situations.

Staff organise outings whenever possible to enrich children's learning. For example, they take them to see the lambs to deepen their understanding of spring. They support children in developing numeracy and literacy skills during trips to the library and local shops. Staff provide daily outdoor play opportunities, which are especially valuable for children who do not have access to a garden at home. They prioritise funding to provide disadvantaged children with new experiences. For example, they purchase digital writing pads to help develop children's emotional literacy.

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

• Staff demonstrate a strong knowledge of child development. They use this understanding to sequence children's learning effectively. Staff share positive feedback about recent training and feel well supported by leaders. They clearly outline plans for their individual professional development.
• Leaders and staff discuss the importance of building strong relationships with children and their families, recognising that this is essential for effective planning and support. They gather information about children through various strategies, including observations and assessments, to develop a deep understanding of each child's background, personality and abilities.
• Parents and carers express high levels of satisfaction with the nursery, describing it as a 'home from home'. They comment that staff are 'attentive' and consistently 'go above and beyond' to meet children's needs. Staff maintain effective communication with parents regarding children's learning and development. They support children to settle quickly and ensure smooth transitions when moving to the next room.
• Staff support children to stay engaged, such as involving them in singing while they wait for their meals. However, access to resources and play choices can sometimes be overly directed or restricted by staff, limiting children's opportunities for independent exploration. Additionally, at times, staff introduce resources during activities rather than providing them from the start. This hinders children's learning from the outset.
• Although the curriculum includes planned opportunities for children to learn about and discuss their feelings, some staff do not consistently support children in the moment to express their emotions or to understand their feelings and how these affect others.
• Leaders have a clear vision for delivering high-quality, affordable childcare. They identify areas for improvement, such as preparing resources in advance and supporting children's emotional development. Leaders review staff's practice through supervision sessions and use staff meetings to share ideas and discuss expectations.
• Leaders are proactive in identifying and addressing potential hazards, taking swift action to improve children's safety and well-being. Their approach reflects a strong commitment to maintaining a safe learning environment.
• Leaders and staff recognise the importance of early intervention and take a holistic approach when identifying children with special educational needs and/or disabilities. For example, they skilfully recognise when speech difficulties are linked to low confidence rather than a developmental delay. Where appropriate, they refer concerns to external agencies, ensuring that children receive targeted support.
• Staff support children's communication and language development by engaging them in meaningful conversations about their play and real-life experiences. For example, during role play, staff ask children about recent visits to the doctor. They draw spots on dolls' faces to prompt discussion about peers who are currently absent with chickenpox.
• Staff promote independence by encouraging children to manage everyday tasks. For example, they learn to use cutlery, pour their own drinks from a small jug and take their plate to the kitchen window to request another serving. When accidents occur, staff support children in cleaning up themselves. These experiences build on children's confidence and prepare them well for school.

What the setting must and should do next

The provider should:

• review the planning, setup and organisation of activities, ensuring that resources are consistently available and thoughtfully arranged from the outset
• continue to support and coach staff in helping children to reflect on their emotions and understand how their actions affect others.