Leechpool Caterpillar Nursery & After School Club

What is it like to attend this early years setting?

Children and parents are warmly welcomed when they arrive at the nursery. Children enjoy independence as they say goodbye to their parents and store their lunch boxes. They are happy to see their friends and staff. Children learn about the 'Golden Rules' which help them to understand the high expectations for behaviour and being kind.

The manager designs a curriculum that promotes good progress for all children. Skilled staff know children well and provide a wide range of stimulating activities indoors and outside. Staff support children's interests, helping them to want to learn more. During the inspection, children learned about pirates. They delighted in building their own pirate ship and sailing on a rough sea. Children dropped anchor before digging for pirate treasure and later listened with enchantment to a story about pirates.

Children enjoy a range of physical activities. For example, they knead clay and dig in the sand for coins, which helps to develop strong hands and fingers. Children enjoy songs with actions and jumping games. Walks around the school grounds and outings develop their interest in the local community.

Children feel safe and confident at the nursery. This results in a willingness to try new experiences. Staff provide encouragement and praise for children's achievements. As a result, children become resilient and have a 'can-do' attitude.

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

• Devoted and skilled staff develop excellent relationships with parents and children. Parents are very happy with the quality and frequency of information they receive. An online journal is used to share photographs and comments about their children's progress. Parents are happy that their child's independence and social skills have developed since joining the nursery.
• Children are making good progress with language development. They enjoy talking about their ideas with staff and each other to develop their imaginations and to create storylines in their play. Children are enchanted by stories skilfully read by staff and demonstrate excitement to hear the next part of the story. They delight in learning songs with actions, which parents later hear them singing at home. However, staff do not focus enough on language spoken in children's homes to support their all-round language development.
• The nursery has strong links with local primary schools and regular meetings take place with teachers. This helps children have a smooth transition into school. They can see children playing in the school grounds, and this helps to develop their expectations for moving on to school.
• The manager and staff have high expectations for all children. This includes those with special educational needs and/or disabilities. Staff work with external agencies to provide children with the help that they need. The nursery uses funding to buy items to support specific needs. For example, staff buy book bags to help with children's language development and to ensure they develop a love of books.
• Lunch and snack times are happy occasions. Children learn to wash their hands before eating. Staff sit with children and encourage them to cut their own fruit and pour their own drinks. At lunchtime, children find their lunch box or have a meal prepared by the school caterer. The nursery is vigilant to ensure that any allergies or food intolerances are noted.
• Children's behaviour is excellent. They are polite, kind to each other and learn to share and take turns. Children listen attentively to instructions and cooperate with each other during their play. This helps them learn to respect other people's thoughts and ideas.
• Children are curious about people they meet and the places they visit, for example when they travel on a bus to the library for a storytelling session. They find this an exciting way to learn about their community, and public transport and the people who use it.

What the setting must and should do next

The provider should:

• review and improve the organisation of story times to minimise disruption so that children are able to concentrate
• develop opportunities for children to hear and use their home language in learning and play.