Little Angels Nursery

What is it like to attend this early years setting?

Staff know children well at this friendly nursery and use their existing interests to plan engaging activities that build on what they know and can do. Children develop positive attitudes and a thirst for learning. Staff draw them in with interesting discussions that capture their curiosity and offer them new vocabulary to hear and practise. Staff link and embed children's learning well, referring to previous activities during their play. Children become independent learners, happily choosing resources for themselves, playing with their friends and joining planned activities. Staff are good role models, and children understand their expectations, behaving well.

There is a focus on helping children to develop a strong sense of self and self-awareness. They learn to assess and manage different types of risk in a safe environment. For instance, children understand why their friends have differing dietary requirements from themselves and learn to articulate this to help keep themselves and their friends safe. Children's individuality is celebrated, and they develop an awareness of their unique characteristics. Children learn the skills they will need as they move on to school. Strong links with nearby schools help children to become familiar with the school environment in advance of attending. Children are excited about and ready for the next stage in their education.

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

• Leaders have made significant improvements since the last inspection, particularly around developing a broad curriculum, which is implemented effectively. The curriculum is continually reviewed and tailored to the children attending. Effective procedures to monitor and support staff's practice help to ensure that the quality of education is strong. Leaders are passionate about their roles and are committed to continually evaluating and enhancing children's experiences at the nursery.
• Staff training is effective and is targeted to enhance their skills to benefit children's experiences. Staff well-being is considered thoughtfully, and staff report feeling valued and supported in their roles. This helps to maintain high morale. Consequently, children benefit from the happy and positive atmosphere at nursery.
• Staff find out plenty of useful information from parents about children's experiences before they start at nursery. This helps staff to plan well for children's learning from the outset. Children settle quickly, and their learning gets off to a rapid start. Staff monitor children's progress effectively, identifying and quickly closing emerging gaps in their learning. This means that children make good progress in all areas of their learning and development.
• Children with special educational needs and/or disabilities and those in receipt of additional funding are supported well. Staff work closely with outside agencies and with the local authority to access timely, ongoing support. Funding is spent appropriately and the impact of this is closely monitored. Gaps in children's learning and development are narrowed, and children make good progress from their individual starting points.
• Children's language skills are promoted well. Staff encourage children to voice their views and needs. Staff use some signs and visual cues to support children with less verbal ability. Children enjoy songs and stories throughout their day. Staff use songs and rhymes to help embed key messages such as those around hygiene routines. Children develop competence and confidence in their communications.
• Regular visits to a nearby school with nursery staff enable children to learn and practise physical skills in different environments such as fields and woodland areas. Staff help children to build muscles and stamina as they run around, reach, stretch and bend. They develop their coordination skills as they carefully pour 'potions'. Staff model how to use small tools and equipment to support children's small muscle and movement development. Children's physical development is well promoted.
• Routines of the day are generally well considered and key times, such as lunchtime, support children's social and independence skills well. However, delays around transition times between some activities mean that on occasion some children become frustrated and lose focus.
• Support for parents is strong. Leaders arrange events for parents to attend to help them with parenting and life issues. Parents are invited for regular meetings to discuss their children's progress. Staff support parents to continue children's learning at home. These partnerships help to support the consistency of children's care and learning.

What the setting must and should do next

The provider should:

• strengthen transitions between routine activities to support all children's engagement and focus on their learning even further.