Cutie Pies Nursery

What is it like to attend this early years setting?

Staff create a welcoming environment where children feel happy, safe and comfortable. On arrival, familiar adults greet children with a smile and ask about their day. Each child has their own peg, which helps to foster a strong sense of belonging. Staff know children, particularly their key children, very well. They plan a variety of learning experiences that keep children engaged for extended periods. In the baby room, staff are familiar with each child's routine and recognise their needs, such as when they cry from hunger or tiredness. They offer comfort, cuddles and provide toys that interest the babies, helping them to settle. Additionally, staff arrange the room with activities at different levels to encourage children to pull themselves up and stand while playing, helping to strengthen their leg muscles in preparation for walking.

Staff support children to develop positive attitudes and behaviour effectively. They model excellent manners and interact with children respectfully and kindly. Staff use a variety of books to help children to learn about emotions and boost their self-esteem and confidence. This encourages children to manage their feelings and self-regulate effectively. Managers and staff have started to review and adjust the curriculum more regularly, based on children's progress towards their next developmental goals.

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

• The new management team has made positive improvements, regularly assessing and adjusting the room environments. It has also provided training to staff and role modelled good practices. This has led to a positive impact on the team.
• The management team and staff offer a curriculum based on children's interests. They assess children's progress regularly and use this information to determine children's next steps in learning and address any gaps in their development. This approach helps to prepare children for transitions to other rooms and school, such as by fostering their independence and personal care skills.
• Staff use a variety of books related to children's interests, core texts and topics to encourage their learning. They create visually engaging experiences that inspire children's creativity and language development. Staff actively support toddlers in exploring role play around books to enhance their communication skills.
• Staff gather information about children's starting points in development when they begin at the setting. They use this knowledge to create next steps in learning for them. The new management team has recognised that plans have not been consistently implemented in a timely manner to support children with special educational needs and/or disabilities (SEND). It has started working on developing this. However, as this is still in the early stages of development, there has not been sufficient time to fully embed these practices and measure their impact on strengthening partnerships with parents and external professionals.
• Staff plan opportunities to help children to develop their understanding of different mathematical concepts. In the baby room, staff engage children to explore colours and patterns. Toddlers and pre-school children use cups and jugs to explore size and capacity, using terms such as 'full' and 'empty'. Staff also encourage children to practise counting skills through daily routines.
• Staff speak positively about the management team. They have access to various training opportunities, internally and through the local authority. The management team regularly checks in with staff to ensure that they feel confident in their training, and staff share insights at meetings to improve collective practice.
• Overall, parents and carers are happy with the care their children receive, and they appreciate the friendly and caring staff. They are pleased with their children's developmental progress and feel the skills they learn are helping to prepare them for school well.
• Staff plan outings to enhance children's learning and understanding. For example, they plan trips to various places of worship, linked to their topics of different beliefs and festivals. This helps to foster children's early understanding of diversity.
• Children aged over two years enjoy regular outdoor play, demonstrating strong physical skills, such as on the climbing frame. However, babies lack similar opportunities, as staff do not plan outdoor play experiences as well for them.
• Children enjoy a variety of nutritious, freshly prepared meals and snacks. They learn about good hygiene practices, such as handwashing before meals. Staff engage children in discussions about healthy eating and oral health. This helps children to develop an early understanding of healthy lifestyles.

What the setting must and should do next

The provider should:

• strengthen partnership with parents and external professionals to support children with SEND further
• enhance the curriculum for babies by offering more varied and thoughtfully planned outdoor play experiences to better support their learning and development.