Little Angels Day Nursery

What is it like to attend this early years setting?

Children flourish in this warm, welcoming and inclusive nursery. They are confident in their surroundings and are keen to explore and investigate the array of activities that staff provide. Children are motivated to learn, and staff have high expectations of what children can achieve. The curriculum is progressive and helps to ensure that all children make good progress from their starting points.

Staff working with babies are kind, caring and nurturing. Children benefit from the sensitive approach of staff. Sensory play is a key focus in the baby room. Children enjoy exploring different textures, such as sand and shaving foam. In doing so they develop the small muscles in their hands, as they squeeze, squash and hold different objects. Enthusiastic and playful staff support toddlers to learn new skills. For example, children develop their hand-eye coordination as they fill containers at the water tray. They explore colour changing as they make marks with paint, and develop simple mathematical awareness as they build towers with blocks.

Children behave extremely well for their age. Staff offer clear, but gentle reminders, as children learn to share, take turns and play collaboratively. Babies and toddlers have frequent opportunities to play together. Older children show kindness and concern for their younger friends. This integrated approach helps children to feel settled, safe and secure. Furthermore, children's transitions into the next room are seamless, as positive relationships have already been established.

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

• Children's individual interests and next steps are carefully considered. Staff know their key children well and understand sequential learning. However, some staff working with babies do not fully understand the over-arching curriculum intent. This means that planning is not always precise to help excel young children's learning and development even further.
• Staff demonstrate good teaching skills overall. They model language, offer clear explanations and encourage children to explore and share their ideas. However, occasionally, during group activities, staff do not recognise when to adapt their teaching. For example, sometimes children lose interest and become disengaged because activities are too long or groups of children are too large.
• The special educational needs coordinator is a knowledgeable and experienced member of the team. Children benefit from the robust partnerships that staff have developed with outside agencies. This means that children requiring any additional support quickly receive the best care to help them to make the progress that they are capable of.
• Children develop a love of literacy. This is because staff frequently read to children and discuss their favourite stories. Books are easily accessible. Children choose their favourite stories and snuggle together with staff. Staff encourage children to turn the pages independently and point to what they can see. Older children are introduced to new words, such as, 'koala'. Staff use repetition to reinforce this new vocabulary. As a result, young children are becoming confident communicators.
• Children are learning the importance of leading a healthy lifestyle. They enjoy daily opportunities to play outside in the fresh air, regardless of the weather. Staff discuss with children the importance of toothbrushing and choosing healthy foods. Children manage their self-care skills independently. They understand that they must wash their hands before eating and after using the bathroom. Staff support them in their toileting needs, and encourage children to practise skills such as dressing. This prepares children well for their move to pre-school.
• Leaders place a significant emphasis on ensuring staff have high levels of wellbeing. Detailed supervision meetings provide opportunities for staff to reflect, discuss their work and identify any support they may need. Staff enjoy yoga sessions as just one example of how leaders strive to ensure that staff are happy, relaxed and able to carry out their responsibilities. Staff work together as a very cohesive team. They are passionate and dedicated practitioners. Children are very clearly at the heart of everything that they do.

What the setting must and should do next

The provider should:

• support staff to gain a greater understanding of the over-arching curriculum to enable them to plan even more precisely for children's learning
• help staff to recognise when to adapt their teaching during group activities, so that children can participate fully and gain the most from the experiences that help them to learn.