Little Angels Day Nursery

What is it like to attend this early years setting?

Children are safe and secure in this nursery. Children are eager and excited to engage in play and learning. Younger children explore jigsaws and successfully place the shapes into the correct space. Staff label the shape names alongside them, introducing mathematical language. Older children learn the importance of a healthy lifestyle. They choose foods they like; staff ask if this is a 'good' food. Children share their thoughts and say that some foods give us energy and other foods are OK to have as treats. Staff skilfully support children and give them opportunities to recall what they already know.

The manager and her team have worked hard to improve since the last inspection. Staff report that they are now better supported. They receive ongoing training to continue to build on their knowledge and enable them to fulfil their roles successfully. The manager and staff are enthusiastic about creating and providing an ambitious curriculum, putting children at the centre. Children have a positive attitude to learning.

Children build meaningful relationships with staff and peers. They confidently seek adults when they need support or reassurance. They enjoy cuddles with them. Young children greet each other with excitement when they see each other in the garden. When it is time to go inside, children wave and say 'Bye!' excitedly to their friends. Older children work together to change their doll's nappy. They share resources and show each other what to do. They play cooperatively together. Children learn the importance of interactions with others.

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

• The manager has an ambitious, clear vision for the nursery. She, alongside her staff team, continues to work hard to create and implement a broad, meaningful curriculum that puts the children at the centre, to ensure that all children get the best learning experiences while at nursery.
• Staff generally support and extend children's language and communication skills well. Older children learn about life cycles. Staff encourage children to use words they have already learned, such as 'chrysalis' and 'frogspawn'. They give children opportunities to share their thoughts and they listen with intent. However, younger children are not always given enough time to think and respond in conversation. For example, at mealtimes, staff serve younger children their lunch; they tell them what it is and that its 'yummy'. Younger children are not always given the opportunity develop their early conversation skills.
• The key-person system is effective. Staff know their key children well and how they are going to support them to reach the next stage in their learning. Parents say that they are well informed about what their children are learning at nursery. They are also much better informed about how to support their children's learning at home. They report that there has been a positive improvement in communication and speak highly of the changes. Parents and children are well supported.
• Children with special educational needs and/or disabilities are well supported. The manager and staff work closely with outside agencies to ensure that these children receive individualised care. Staff receive training and guidance on strategies to best support children. Staff implement these effectively and consistently with children who need it. Children are confident and engaging.
• Staff create exciting activities to challenge older children in their learning. They eagerly engage in a mathematics activity. Children use their hands to 'splat' the dots that match the numbers shown. Staff skilfully challenge children by asking them if they took '1' dot away from '10', how many would there be? However, staff do not always use opportunities that arise to challenge younger children in their learning. For example, during a creative activity, children explore materials. Staff do not give those that are capable further challenge to use resources in a different way. Not all children are supported to make the progress they are capable of.
• All children have lots of opportunities to develop their physical skills. They run, jump and climb with confidence in the garden. Young children explore various-size balls and post them into tubes. Older children develop their balance when they use climbing equipment. Children become physically confident.

What the setting must and should do next

The provider should:

• give young children more time to think, answer and respond, to further develop their language and conversation skills
• continue to develop staff knowledge and understanding of how to extend and challenge the youngest children's learning further, to optimise their progress.