Lilliput Childrens Centre

What is it like to attend this early years setting?

Children and parents receive a warm welcome on arrival. Staff provide a friendly and engaging environment, which enables children to feel safe and secure. Children settle quickly and demonstrate strong bonds with their key person and familiar staff. Staff know children well and are attentive to their needs. They provide cuddles, offer reassurance and give praise. As a result, children are confident to explore and show a positive attitude to their learning.

Children are inquisitive and keen to investigate. For instance, toddlers learn about colours as they mix paint and delight in seeing the changes they create. They work together with staff to wash and clean dolls, and they learn about routines that keep them healthy. Staff challenge children's thinking, which supports them to make predictions and problem-solve. For instance, as children build structures with blocks, staff ask questions to help them work out the tallest tower, what shape would make a good roof and what else they can use to build.

Children demonstrate their understanding of the nursery's rules. They remind their friends to share resources and wait patiently for their turn. Staff model expected behaviour and show respect to children. They regularly use praise and offer gentle reminders. Children behave well and use good manners. They help with tasks, which promotes their independence in readiness for the next stage of learning.

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

• The new senior management team has a good overview of what works well in the nursery and what needs to improve. The recently introduced curriculum builds on what children already know, understand and can do. Leaders support staff to build their confidence about how to use their skills to teach children. The manager and staff are developing their understanding of the new curriculum. However, the changes are not yet fully embedded to ensure that all staff consistently sequence children's next steps in learning, to meet their individual needs.
• Staff create an inclusive environment in which children's individuality is valued. They promote children's home languages and involve parents in sharing key words. Children learn about a variety of cultural festivals and traditions. Staff work with parents and other professionals to support all children, including those with special educational needs and/or disabilities. Staff skilfully adapt learning experiences to ensure that all children engage in activities and make good progress in their learning.
• Staff support children's language skills well. Children enjoy singing and talking with staff. They enjoy being read to and delight in hearing favourite stories. This helps to develop children's vocabulary skills well. For children who need additional support with speaking, staff put plans in place to help them quickly catch up in this area of their learning.
• Staff provide an exciting and challenging play space for older children to explore. For example, pre-school children learn to cut with scissors, start to write numbers and form letters. Older children develop good large-muscle skills as they use obstacle courses. Staff help them to develop their climbing and balance skills and encourage age-appropriate risk taking. However, there are fewer opportunities for younger children to practise and develop their physical skills.
• Staff support children to develop healthy lifestyles. They teach children good hygiene routines. Children learn about healthy foods and the importance of drinking water regularly. By the time they reach pre-school, children confidently serve their own food, put on their own coats and shoes and play considerately with their friends. Staff at the nursery help children to learn these important personal and social skills, making the transition to school as smooth as possible.
• Partnerships with parents are strong. Parents comment that they appreciate the variety of activities on offer and that their children feel happy in the nursery. Staff work with parents to share children's key achievements, their overall progress and to suggest ideas to support learning at home. For instance, staff offer advice to parents as they begin to wean babies. When pre-school children are ready for toilet training, staff work with parents to support these routines.

What the setting must and should do next

The provider should:

• develop the manager's and staff's understanding of the curriculum intent, ensuring it is embedded securely and consistently across the nursery
• strengthen opportunities for younger children to benefit from a wider range of experiences which consistently promote their large-muscle skills.