Little Angels Day Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this friendly nursery. They happily leave their parents at the door. Children settle quickly and confidently join their friends, ready to play. Children of all ages, including the very youngest, develop warm and affectionate relationships with staff. Babies reach for staff, who support them as they explore. Pre-school children eagerly involve staff in outdoor games, singing and laughing as they play together. Enthusiastic staff support children to be safe and develop emotional security.

Children of all abilities, including those with special educational needs and/or disabilities, make choices about what they want to do. They move around well-planned rooms, selecting resources that they are interested in. Children enjoy a range of activities that staff plan to support their curiosity. They are encouraged to become independent learners and develop confidence. Staff have high expectations for what children can do and learn. Children are proud of their achievements and eagerly share these with staff. They enjoy the praise they receive from attentive staff. Children understand boundaries, behave very well and have good attitudes to learning. This is supported by staff who have developed a consistent approach to managing children's behaviour.

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

• Staff encourage children to develop physical skills both indoors and outdoors. Outdoors, children sit together to share a book and sing a song. There is room to run around and climb, along with places to dig and explore. Indoors, babies are supported to explore their environment. Staff encourage them to stand and move around the room independently.
• Children manage their own feelings well, and when they become anxious or frustrated, staff ably support them. Children settle quickly and this means they are ready to learn. Staff encourage children to think about each other's feelings when they make choices. For example, some children have hidden two fizzy bath bombs in a tin for safe keeping. When one of the children wants to dissolve the hidden bath bombs in the water tray, staff encourage him to think about how his friends will feel if the bath bombs are not kept safe. Children are developing respect and building good relationships with their peers.
• Children behave well. This is because staff have clear expectations of appropriate behaviour. Staff implement set routines which children clearly understand. For example, pre-school children hang up their coats and take off their shoes before starting to play. After lunch, some of the younger children have a rest. They know how to find their own bed and blanket and do this independently.
• Staff support children to make healthy choices and develop a healthy lifestyle.
• For example, in the home corner, children cut up and peel real fruit and vegetables. There are a range of cooking utensils and empty food packets to extend children's knowledge and play. Staff use what they know about children to encourage them to participate. Staff encourage children to talk about being vegetarian. They help children to identify the symbols on the food packets that mean the food is safe for vegetarians and vegans.
• The manager and staff build very positive relationships with parents and have worked to sustain this throughout the COVID-19 pandemic. Parents speak highly about the setting and clearly attribute their child's learning to the time they spend here. Parents know who their child's key person is and this supports positive partnerships with parents. Parents would recommend the setting and commend the guidance they receive to support their child's progress.
• The leadership team supports all staff to engage with training, including degree level development. Staff comment that they feel highly valued and supported in their work with children.
• Children are well supported for their next stage, whether that be school or moving between nursery rooms. Staff plan well and develop specific activities for all children, including those with additional needs. However, staff need to consider how they can build on children's existing knowledge and competencies, ensuring they make sustained and measurable progress.

What the setting must and should do next

The provider should:

• support staff to recognise how to challenge and extend children's knowledge and learning to support them to make the best possible progress