Lilys Little Gems

What is it like to attend this early years setting?

Children are safe and happy in this homely nursery. They settle easily with the friendly staff who take time to help them feel comfortable. Children confidently say goodbye to their parents in the entrance hall, a measure introduced to reduce the potential spread of COVID-19. Staff chat to children about their evening and tell them about the exciting activities for that day. Children quickly engage and enjoy talking to staff about what they are doing. For example, they investigate plastic animals in blocks of ice. They tell staff they are going to rescue them by melting it.

Children have strong bonds with staff, they seek them out to dance and share games. Babies crawl and toddle to show staff what they have found. They smile as staff sing to them. Children understand what they need to do at key times throughout the day. They have learned how to line up to go outside, how to wash their hands and what to do at snack time. Staff are excellent role models, with high expectations for every child. They remind children to use good manners and consider each other. Older children have learned to play board games together independently. They take turns and help each other succeed.

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

• The environment supports learning across the early years curriculum. Children move around freely, choosing from activities aimed at helping them learn what they need to know next. For example, toddlers count scoops of sand as they use toy diggers. This helps children progress their mathematical skills. However, there is less focus on developing large muscles in this age group. Toddlers do not have the same opportunities as babies and older children to climb and balance regularly.
• Communication and language is a strength. Staff have benefitted from recent training in this area, learning to ask a range of age-appropriate questions. They model speech well, helping children to speak clearly. Staff give children time to think and answer questions. As a result, children are keen to share what they know and can do. By the time they leave for school, most children are excellent communicators.
• Story time in larger group sessions does not always keep older children engaged. Some children are very keen to talk about what is happening on each page. Staff respond and help them deepen their understanding. For example, they describe anchors and look up images with an electronic device. This adds to the experience but frequently stops the flow. As a result, other children lose focus and do not benefit from hearing the story.
• Children manage mealtimes well. Babies learn to feed themselves with a spoon. Toddlers drink from an open cup and start to use cutlery. Older children build on their skills as they pour drinks and serve their own food. Pre-school children learn to spread and cut with knives. When they find this difficult, staff model what to do and encourage them to keep trying. As a result, children develop confidence in their abilities.
• Staff teach children about staying healthy. They set up role play areas, such as a dental practice, to support children's understanding of how to look after their teeth. Furthermore, staff regularly ask children why they need to wash their hands. Children talk about germs and the potential consequences. This helps children to keep themselves safe and well.
• The manager is very supportive of staff. She acts as a mentor, modelling good practice. She ensures that staff have access to meaningful professional development and encourages them to reflect on their learning. The manager supports career progression, giving staff time and encouragement to study higher level childcare courses. Some staff become room leaders and mentor apprentices. As a result, staff are passionate about their work. They enthuse each other as they share ideas.
• Staff get to know children and families very well. They work with parents to document children's likes, dislikes and starting points. They regularly assess how children are progressing and share their achievements with an online journal. Parents feel involved in children's learning and say their children have blossomed.

What the setting must and should do next

The provider should:

• consider the best way to organise group times to maximise children's engagement in learning
• organise indoor space in a way that allows all children to develop and strengthen their large muscles regularly, particularly toddlers