Little Bluebells Day Nursery

What is it like to attend this early years setting?

Children get off to a strong start in their early education at this warm and welcoming nursery. Staff build trusting relationships with children and their families from the outset, getting to know them well. They create a calm and nurturing environment where children feel safe, secure and valued. As a result, children arrive with smiles on their faces, eager to greet their friends and begin their day.

The curriculum is ambitious and thoughtfully designed to give all children the best possible start in life. Staff recognise each child as a unique individual and have high aspirations for their development. They plan a broad range of activities and experiences based on children's interests and next steps in learning. For example, children eagerly take part in group games such as 'What's in the Box?', where they are encouraged to name the animal or insect they select, describe its colour and habitat, and mimic its sound. As a result, children display positive attitudes to learning, showing strong curiosity, engagement, and enthusiasm.

Staff are positive role models and have high expectations of children who follow the nursery's routines and boundaries well. They consistently support children to be kind and respectful through reminders and consistent praise to reinforce their good behaviour. Children learn good manners, for example saying 'please' and 'thank you'. They are confident and are encouraged to develop their self-esteem and to behave well.

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

• Support for children with special educational needs and/or disabilities (SEND) is a key strength of the nursery. Staff build trusting and respectful partnerships with parents to ensure that children who require early help receive timely and effective support. The nursery also works closely with external professionals such as speech and language therapists and occupational therapists to provide tailored interventions that meet each child's needs. As a result, children with SEND are successfully included and thrive in the nursery environment.
• Staff actively promote children's independence as part of their preparation for future learning. Children are supported to manage their own self-care such as using the toilet and washing their hands before meals. The learning environment is thoughtfully organised to encourage choice and autonomy, enabling children to lead their own play. As a result, children develop into confident and independent learners.
• Leaders and staff help children and their families to adopt healthy lifestyles. They provide nutritious snacks and meals and encourage parents to pack healthy lunch boxes. Children enjoy daily outdoor play where staff provide support to help them develop their strength, balance and coordination. Staff are aware of the impact of poor oral health and have prioritised teaching children about good oral health in the curriculum. For example, toddlers take home the nursery bear and practise brushing his teeth with their parents.
• Overall, staff support children's communication and language development well. They provide ongoing narration of children's play, introduce new vocabulary and encourage meaningful conversations. For example, children enjoy speaking in small groups about their families and who brought them to nursery that day. However, at times, staff do not consistently use the correct names for objects or model accurate pronunciation. This occasionally limits children's ability to develop clear and correct use of English.
• Leaders are committed to continuously improving the nursery provision. They regularly reflect on practice and evaluate how it can be enhanced. Staff are supported through observations and supervision meetings to identify strengths and areas for development. A wide range of training opportunities are available to develop staff knowledge and skills further. For example, leaders have prioritised embedding mathematics across the curriculum and actively promote this through a 'Maths Champions' programme. As a result, staff feel valued, well supported and happy in their roles.
• Partnerships with parents are generally strong. Parents value the caring relationships that staff develop with the children. They comment on the nurturing, friendly and welcoming environment that staff provide for their children. Staff share regular updates and photos through daily conversations and online platforms. However, parents are not always fully informed about their children's next steps in learning or how they can support this effectively at home.

What the setting must and should do next

The provider should:

• support all staff to consistently model the correct pronunciation of words when speaking to children
• continue to strengthen partnerships with parents to ensure they are fully informed about their child's next steps in learning, enabling them to support and extend learning at home.