Ladybug Preschool

What is it like to attend this early years setting?

Children arrive happily at this warm and welcoming setting. They quickly say goodbye to their parents, and are eager to find their friends and staff. Children know the routine well and learn to be independent. For example, they wash their hands before they start to play. Children demonstrate that they feel safe and secure. For instance, they excitedly show staff and friends the pictures of butterflies which they have created as part of the nursery theme.

Staff regularly praise children for their efforts and achievements. This helps them to feel valued, and they are willing to have a go at new experiences. Children show confidence as they explore the range of activities and resources available. Staff follow children's lead and encourage them to share their own ideas. For example, children learn to do simple sums as they follow the instructions. They work out how many cups of flour they need to make the dough by counting aloud.

Children, including those who speak English as an additional language, enjoy regular and interactive story times. They become engrossed and listen very well. Staff read with expression and interest, which children relish and join in with. When staff pause while reading a familiar story, children comfortably fill in the missing words and phrases to complete the sentences. For example, children cheerfully say 'chinny-chin-chin', to join in with the story of The Three Little Pigs. This supports children's early language and communication development.

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

• Managers develop an ambitious curriculum for children. Staff know what children can do and what they need to learn next. They plan activities which build on children's knowledge. Staff sequence the curriculum well for the different ages of children, and their individual needs are met effectively. Consequently, children show positive attitudes to their learning and make steady progress.
• Leaders provide opportunities for children to learn about their local community. Children enjoy regular trips to local areas, such as the library and market. They are familiar with people in the community and wave with smiles to those who greet them from a distance. Additionally, children explore a wide range of cultural festivals. This helps children to learn about diversity and the wider world beyond their own, and be prepared for life in modern Britain.
• Staff are excellent role models and set clear boundaries. Children play cooperatively together, for example, helping each other dress up as a doctor. They take turns using resources and offer them to peers when they finish using them. For example, children kindly say to their peers, 'It's your turn now'.
• Overall, staff place a strong focus on children's communication and language. They repeat words back to younger children and narrate as they play. Staff carefully introduce new vocabulary as children learn about measurement. Older children hear new words and use them in their play. Children are supported well in developing their communication and language skills. However, occasionally, staff ask children questions but do not always give enough time for them to think, consider and respond.
• Children benefit from the nursery's sensitive settling-in procedures when they join the nursery. Staff work closely with parents, and gather information about children's interests and needs. This helps staff to know children's starting points in learning, and to plan activities which help children adapt to changes.
• The manager and staff identify children with a delay in their learning through their assessments. They work well with families and other professionals to ensure that children swiftly receive targeted support. Staff implement strategies to help children make progress. However, on occasion, staff do not help these children to communicate their preferences and choices in an effective way, to maximise their involvement in activities.
• Parents speak positively about the nursery and say that their children are happy in staff's care. From the children's settling-in period, they develop positive relationships. Parents are kept informed about their child's progress. For example, staff use an online application to record and share children's progress and next steps in learning.
• The provider is passionate and wants the best for the children in her care. She conducts regular supervision sessions with staff. This helps staff to share ideas and identify training needs to help enhance their practice, and develop their knowledge and skills. Staff feel well supported in their professional development.

What the setting must and should do next

The provider should:

• give children plenty of time to respond to questions, and promote their thinking and language skills further
• support staff to ensure that every child, including non-verbal children and those who are quieter, can communicate what they want.