Little Angels Nursery Ltd

What is it like to attend this early years setting?

Children are safe and happy at this nursery. Staff build warm relationships with the children. Children respond well to their calm and enthusiastic tones, approaching staff to talk about what they are doing or involve them in their play.

Staff have implemented well-embedded routines, and children understand these clearly. For example, children are given plenty of warning before tidying up. When it is time to finish playing, staff praise children as they help to tidy up. Clear routines such as these help children to feel safe and secure at nursery.

Staff have high expectations of what children should learn in all areas of the curriculum. They carefully consider children's needs and adjust the curriculum and the routines to support them. For example, staff plan many opportunities for movement throughout the day. They provide zones for children to self-regulate in, such as the sensory area. This supports children to behave well and meets their sensory and emotional needs.

Staff provide children with many new experiences. For example, children learn about how plants grow as they plant and care for a variety of vegetables. They carefully explore what is inside a tomato, as staff discuss the seeds with them. These new experiences develop children's understanding of the world around them.

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

• Staff support children well in their communication and language development. They support children to learn a variety of non-verbal communication skills, such as some Makaton signs, to express themselves. Staff help children to develop their language skills by getting down to their level and narrating as they play. This supports children to build their vocabulary well. Staff model language back to children when they express themselves. Very occasionally, this language is not always modelled with accurate grammar. On these occasions, this does not support the children to develop accurate sentence structure. Nevertheless, overall, children make good progress in their communication and language development.
• Staff consider how to support children to make progress in their physical development. Children strengthen the muscles in their hands as they squeeze and roll play dough. They develop their hand-eye coordination as they pour water or sand from one container to another. Children develop their gross motor skills as they take part in music and movement, or kick and roll a ball. This helps children to develop their physical skills well.
• Staff support children to develop early mathematical skills. They integrate counting into children's play well. Staff talk with children about which numbers come next. They support children's understanding of capacity as they talk about how full and empty the pots of water are. This helps children to develop their understanding of early mathematical concepts.
• Staff provide opportunities for children to develop their independence skills. They help children to make their own choices, such as which fruit or vegetable they would like for their snack or whether they would like to drink milk or water. Children scrape the food off their plates after they have eaten and put them away. Developing self-care skills such as these helps prepare children for the next stage of their learning, such as school.
• Staff develop children's understanding of good oral hygiene. They model to children how to brush their teeth, as children take part in their daily two-minute toothbrushing. Leaders provide workshops to help parents support their children to develop good oral hygiene.
• Staff have a good understanding of what their key children know and can do. They understand what children need to achieve next in their learning, and carefully consider strategies and learning opportunities to support children to achieve this.
• Leaders work effectively to identify children with possible special educational needs and/or disabilities (SEND). They implement strategies to support children to catch up with their peers. Staff work closely with external professionals where necessary. They implement the strategies that these professionals recommend, to help children achieve their individual learning targets. This leads to good outcomes for children.
• Leaders build effective partnerships with parents. Staff communicate verbally and via an app about what children have been doing at nursery. They hold regular meetings with parents to discuss children's progress and their next steps. Leaders regularly seek the views of parents, and use these to make changes to the setting where appropriate. This helps parents to understand what their children are doing at nursery, and to feel part of the nursery community.
• Leaders are reflective and keen to continually improve their provision for the children. Since the last inspection, they have made many improvements. For example, two additional staff have undertaken in-depth special educational needs coordinator training. This has improved staff's understanding of support for children with SEND.
• Leaders support staff in their professional development effectively. They identify areas for staff improvement, and provide training and regular supervisions to help staff to develop in these areas. This impacts positively on the quality of care and learning for children.

What the setting must and should do next

The provider should:

• consider how to support staff to consistently model accurate language to children.