Little Ann Day Nursery

What is it like to attend this early years setting?

Since the last inspection, staff have worked hard to improve this nursery. The nursery has a family feel and children are looked after by caring staff. Everyone knows each other well. Children are encouraged to help and look out for one another, which helps to develop their social skills.

In addition to the nursery, a large hall is available with access to a small outdoor area. This gives children opportunity for physical play. Teamwork is encouraged by whooshing the parachute into the air. The children show patience and understanding to their friends. An obstacle course is set out for those using wheeled toys. Staff use a 'stop' sign and play at being a lollipop person. This encourages children to use their imagination and helps them to understand rules and how to keep safe.

Children look at caterpillars and are prompted to think about what will happen next. Staff help by recalling a book they have read. Children are praised and congratulate each other when they remember the caterpillar changes into a butterfly. Making links between real life and books helps with children's learning and development. Staff support all children to do well. They ask questions about what the caterpillar likes for dinner, which encourages children's creative thinking.

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

• Children behave well. Clear expectations and an ethos of caring for one another encourage positive behaviour. Staff model good manners and wait until they are reciprocated. Tasks such as giving out cutlery and wiping the table are given to a 'special helper'. This aids children's self-esteem as they have a feeling of responsibility and importance.
• The nursery provides a home-cooked lunch, which children self-serve. Children and staff eat and chat together, which makes lunchtime a sociable and relaxed experience. Children enjoy healthy snacks and are reminded to drink water. Routines such as washing hands before eating and a culture of healthy eating help children to form good habits.
• Children enjoy a mix of adult- and child-led learning and activities. Staff play alongside children, using language and role play to extend children's learning. Children are encouraged to learn at their own pace and from their own interests. Staff are reactive to children's needs and wants. For example, two children scoop water and carry it to the sand tray. The children learn about transporting water without spilling it, working together and different textures. Staff provide a narrative for this, which gives the children language for thinking and discovery.
• Parents are happy with the nursery and feel involved in their child's education. Termly reports are sent home, along with next steps and how to support learning. Children's home languages are celebrated by inviting family members in to read stories. Photos are on display that show children with their families enjoying important events. This gives the children a sense of belonging. A recent coffee morning gave families an opportunity to meet each other. Children showed seeds they have planted and continue to care for at nursery. Staff help children to water the plants daily and remind them to take care of living things.
• Overall, staff attend regular staff meetings and have opportunities to develop their teaching. Consistency in the team and a shared ethos of doing well for all children give a feeling of togetherness. The nursery works in partnership with outside agencies, such as the special educational needs coordinator. Overall, staff use effective strategies to support children with special educational needs and/or disabilities (SEND). However, training for staff is not always targeted precisely enough for staff to maximise learning for individual children, particularly those with limited communication.

What the setting must and should do next

The provider should:

• strengthen and tailor individual support and training for staff to help further enhance their practice and support for individual children, particularly those with limited communication.