Little Angels Uppingham LTD

What is it like to attend this early years setting?

Children arrive at the nursery happily and are greeted enthusiastically by the nurturing and caring staff team. All children settle quickly into their chosen play. The management team and staff create a stimulating environment which ignites children's curiosity and exploration, during indoors and outdoor play. Staff understand child development and quickly identify what children need to learn next. Children enjoy developing new skills and knowledge. During a mathematical activity, older children are supported by staff to gain an understanding of pairs. Children practise matching socks and name shapes and patterns.

Staff who work with younger children make sure they create a safe and secure environment which enables babies to develop their physical, emotional and language skills. Babies practise using their small muscle skills as they pick up objects and bang them together. They learn new words and sounds as staff sing and speak clearly, often providing a running commentary for babies as they play. Babies build secure attachments with staff. They clap and giggle as staff pass the soft cube to them during a passing game.

Staff are positive role-models, which promotes children's good behaviour. Staff recognise and value children's achievements, and regularly offer praise and encouragement. This contributes positively towards building on children's self-esteem and confidence, and enables children's positive attitude to learning.

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

• The management team and staff are highly reflective and strive to ensure children receive excellent quality care and education. They understand the importance of addressing the improvements required following their previous inspection. For example, staff astutely reflect on how they can help children to learn about and manage their own safety during play, while climbing on apparatus outside.
• Children with special educational needs and/or disabilities (SEND) have good support from staff. Staff build strong links with external professionals who are involved in children's care. They make sure that children have individualised learning plans which help to close gaps in children's learning. This supports high levels of continuity for children's care and learning.
• The provider and her management team ensure staff implement a well-sequenced curriculum. They complete regular observations and assessments to track children's progress. Children, in the main, remain engaged and focused during these activities and experiences. However, not all staff use spontaneous opportunities to develop children's play and extend their learning.
• Staff help build on children's imaginative skills. For example, they recognise the interest children have about dinosaurs. They ask open-ended questions to find out what children think dinosaurs like to eat. Children respond quickly and say, 'leaves'. They excitedly explore the outdoor play area and gather up the leaves. Children place the leaves in the water, mix the contents together with a spoon and then feed the pretend dinosaurs, saying 'mmm, yum'.
• Staff help children to make a smooth transition to school. Links with teachers and how information is shared between the staff and teachers is effective. Staff teach children to be independent, self-assured and resilient. Children have grasped key skills and knowledge in readiness for school. However, the provider has not thought carefully enough about how to continue to deliver the curriculum at the same pace for these children until they leave.
• Staff make sure children's independence skills are developing well. Older children are provided with opportunities for extending their self-care, such as pouring their water out of tea pots for their drinks at lunch time. Children are encouraged to manage the stairs independently. They recognise that holding onto the banisters as they use the stairs helps to keep them safe.
• Staff help children understand what is expected of them and as a result, behave well. Children take turns in organised group activities and share toys during their own play. Staff regularly use positive words and phrases as they help children learn to understand and manage their own feelings in a safe way.
• Staff help children build secure attachments. Babies lift up their arms to be picked up by staff they feel comfortable with. Older children seek out familiar staff and visitors to share their creations such as pretend strawberry and lemonade chocolates made from wet sand.

What the setting must and should do next

The provider should:

• support all staff to more consistently identify when there are opportunities to challenge and extend children's learning as they play
• review and extend the delivery of the curriculum for the older children until they transition to school.