Langshott Ladybirds Nursery

What is it like to attend this early years setting?

Children are exceptionally happy at nursery. They have adapted well to the new arrival procedures implemented since the COVID-19 pandemic. The revised arrangements mean that children say goodbye to their parents at the gate and come into nursery independently. Staff note how well this new system has improved children's confidence and independence. It also prepares them well for routines they will follow at school.

There is a lively and exciting atmosphere within the nursery. Children thoroughly enjoy greeting the staff on their arrival and finding their friends. They play well together, and their behaviour is excellent. Children show genuine kindness towards each other. Older children are exceptionally caring and respectful towards the younger children or those who might need extra support. Children who are quieter or less confident receive good levels of support and reassurance from the staff. For example, some children are still finding it hard to settle following the disruptions caused by the pandemic. Staff are particularly mindful of this. They work closely with parents to address every child's needs on an individual basis.

Children achieve well in their learning. Staff know them well and offer activities that they know will interest children and challenge them appropriately. For example, some children are particularly confident in their mathematical development. Staff help them learn how to add and take away numbers as they play.

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

• Children's behaviour is exemplary. They show maturity, kindness, empathy and compassion for others and spontaneously leave activities if they see another child or adult needs help. Staff use excellent methods to help children resolve their own minor differences. This means that children manage their own behaviour without the need for an adult to be involved.
• Children gain a good range of skills to support them in their future learning. They listen well and enjoy asking questions to find out how things work. For example, one child was fascinated to find out what was inside a liquid pump dispenser. They used their investigation skills well and showed delighted when they discovered there was paint in the pump. Other children were keen to develop their problem-solving skills. They worked out how to use a hole punch to repair the superhero mask they had enjoyed making.
• Overall, teaching is good. Staff use creative and enjoyable ways to support and enrich children's learning. For example, they act out familiar stories and encourage children to ask questions and recall aspects of the storyline afterwards.
• The management of the nursery is good. There is clear leadership and staff are supported well to develop their skills and improve their teaching. Leaders have high expectations of themselves, the staff and the children. They review practice regularly and continually seek out further ways to improve.
• The nursery curriculum is fully embedded and covers all areas of learning. It helps children develop the skills they need for starting school. Staff organise regular outings and visits to enrich children's learning. For example, children visit the war memorial following Remembrance Day and talk about the significance of poppies. They observe the wildlife when they make regular visits to the village duck pond and learn about the community where they live when they borrow books from the library.
• Staff listen to children carefully and value their thoughts and ideas. For example, the nursery environment is adapted in response to children's ideas and suggestions. Children help to design areas of the nursery, such as the role play area, and talk to staff about what resources they will need.
• Children who need extra help with their learning receive good support. Staff use funding well to promote the programme of activities. They complete regular training to enhance their teaching skills and knowledge of good practice.
• Staff plan activities that they know will interest children and build on their knowledge. However, very occasionally, some routines are not planned sufficiently well. For example, staff occasionally limit the number of children who can use the refurbished garden area at any one time. This means there is a slight disruption for children who prefer to learn in this area.
• The nursery environment provides an exciting, enticing and welcoming space for children to explore. However, some resources in the role play area have limited learning potential and do not offer the widest choice for children. For example, some resources do not maximise children's imagination and creative ideas.

What the setting must and should do next

The provider should:

• ensure that the high-quality teaching covers provision for children who prefer to learn outside in the garden area
• consider how resources can offer children an even wider range of play and imaginative experiences in the role play area.