Ladybird Nursery Ltd

What is it like to attend this early years setting?

Children receive a warm welcome from staff on arrival. They hang their coats on their pegs and are ready to start their day. Children are happy and confident and have developed a true sense of belonging at the nursery. Children show they have secure relationships with each other and the staff. For example, babies and younger children show that staff are important to them as they cuddle them for comfort as needed. Children form good relationships and play well together. For instance, children help their friends to find the toy they are requesting. All children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning at this inclusive nursery.

Staff know their key children well. They understand the next steps in each child's learning journey and how to plan to help them achieve these steps. This leads to children making good progress from their individual starting points. The atmosphere in the nursery is a calm and positive one. Staff praise children when they try their best at their chosen activities. This supports children to show good levels of engagement in activities. Children behave very well. Toddlers have daily access to soft-play area, where they are supported to take safe risks as they balance and climb on the equipment. This supports children's can-do attitude.

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

• Staff place a strong focus on supporting children to be effective communicators. They teach children new words as they play, share stories and sing songs. For instance, when making dough with children, staff introduce words such as 'sieve' and 'knead'. Staff carefully explain to children what new words mean. This helps children to hear and learn a good range of words in a meaningful way.
• The manager and her staff team have high expectations for all children. Children with SEND are supported extremely well. Staff quickly identify gaps in learning with children and seek early intervention and help from appropriate professionals. They work sensitively with parents from the start. Each child's individual learning and development targets are considered with a great deal of thought. Parents' views along with those of other professionals involved with the children are also considered.
• Staff know it is important for children to learn about differences. They help children to notice differences between themselves and others. Staff encourage children to think about who they are and what makes them unique. For example, children learn basic sign language to communicate with their friends. Children develop an understanding and respect for other people. This supports children to learn about the diverse world around them.
• Staff help children develop their small muscles. They teach children how to hold scissors for them to cut out objects. Children skilfully use the scissors and smile with delight at their achievements. This supports children to make good progress with their physical development.
• The manager has used additional funding effectively to enhance children's learning experiences. For example, a calming sensory area has been created for children who need extra support to manage their emotions. This helps children to feel more emotionally secure.
• Staff are skilled at spontaneously following children's interests and have a clear intent for what they want children to learn. Children enjoy exploring with magnets, trying to identify objects made of metal around the nursery. Staff interact with the children very well, providing highly effective challenges and encouraging children to use their thinking skills.
• Children take part in regular adult-led group activities throughout the day. They enjoy singing songs, listening to stories and talking about new learning concepts during these times. However, they are sometimes pitched above the children's learning level. Therefore, children lose focus and disengage.
• Children learn to care for themselves. They wash their hands before eating and pour water to drink throughout the day. However, during some routines, older children are not fully involved in tasks to help develop their independence skills even further, for example during lunchtime.
• Parents report that the nursery provides exceptional support for their families. They value the help with referrals to outside agencies and are thankful for the daily communication about their children's well-being, learning and development.

What the setting must and should do next

The provider should:

• support staff to enhance group activities to encourage all children to show high levels of involvement and extend their learning
• encourage older children to develop their independence skills during all aspects of the day, including routines, such as lunchtime.