Little Bears Trevelyan Drive

What is it like to attend this early years setting?

Children thrive in the nursery. Staff are incredibly caring and attentive. For example, babies settle quickly, even those that are new to the nursery. Staff are on hand to provide cuddles and reassurance. Parents and carers say how quickly their children settle. They comment that staff are extremely caring and supportive. Parents of children with special educational needs and/or disabilities (SEND) really appreciate the help and support they receive. Staff place a high priority on keeping children safe. They give clear messages to parents regarding keeping their children safe online. Staff talk to children about the importance of not having too much screen time.

The curriculum is ambitious, overall. Staff provide a range of experiences to develop children's counting skills. For example, children in the pre-school room learn to begin to count on their fingers and combine two numbers together. Two-year-old children thoroughly enjoy singing number rhymes as they have their snack. Staff model counting effectively. Children behave well. Staff place a high priority on helping children to learn the routines and expectations of the nursery. They focus on making times of transition as smooth as possible. Two- and three-year-old children line up as they wait to come inside or go for lunch. Younger children hold onto the walking rope and walk to the dining room.

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

• Staff evaluate how they can improve children's learning even further. For example, staff in the room for two- to three-year-old children change their role-play areas to reflect children's interests. Staff monitor children's achievements and highlight areas which need further support. This forms part of the nursery's development plan.
• Staff support children's communication well, overall. Staff have had training on effective techniques to develop children's communication and are starting to implement these. For example, staff working with older children plan key words to develop children's vocabulary. However, not all messages from training are consistently implemented and embedded to raise children's achievement even further.
• Older children talk about their emotions with confidence. Staff use engaging books to support children's discussions. Children talk confidently about what makes them happy, angry or scared.
• The nursery gives clear messages to children and families about healthy lifestyles. For example, staff talk to children about looking after their teeth. Parents appreciate this support and comment on how it has helped them to reinforce toothbrushing at home with their children. Children enjoy a range of fruit and vegetables with their meals and snacks.
• Staff have generally thought about how they sequence the curriculum to meet children's ages and stages of development. The progression of skills that children develop through the nursery is particularly evident at mealtimes. However, staff have not consistently considered the order in which children develop their skills in other areas, such as early writing, to ensure that activities are appropriate for children.
• Children enjoy listening to stories and rhymes. Staff use a focus book over the week. This helps children to become familiar with the book and understand key messages. Two-year-old children talk confidently about the illustrations. Older children concentrate well as they listen to books and remember key phrases.
• Staff have an excellent relationship with parents. They find out what children already know and can do when they first start. Staff use settling-in visits effectively to get to know children and their families. Parents know how they can help their children at home. The nursery works closely with parents to develop consistent approaches to support children's communication and language or behaviour.
• Staff support children with SEND very well. They use funding effectively to provide additional support. For example, the nursery now has a sensory room to provide children with space to regulate their emotions. Staff work very well with a range of professionals, such as speech and language therapists. They act on advice and incorporate specific strategies into their planning to help children to make good progress.

What the setting must and should do next

The provider should:

• implement messages from training on communication and language to help children to make even better progress
• sequence the curriculum more precisely, particularly in early writing, so that children develop the skills that they need over time.