Little Buddies @ Bow Street

What is it like to attend this early years setting?

Children are very happy and well behaved in this friendly, home-from-home environment. Children settle well from the start and form secure attachments with their key persons and the whole staff team. Staff are very nurturing and continually offer praise and encouragement to children. Children develop their social skills as they talk to others. They chat about their family and what they have being doing at home. They enjoy looking at photos on the 'Family Tree'. They gaze into mirrors as they match their expressions to the faces displayed on the 'Emotions Board'. This helps children to develop their vocabulary and confidence, to talk about how they are feeling. Staff know the children very well. They recognise when they need extra care or support, such as when children are feeling sad or a little frustrated.

Children learn to share and take turns. Staff inspire them to behave well as they take all opportunities to positively acknowledge children's progress and achievements. They speak to children in a calm, respectful and caring manner. They teach children to respect the environment and to think of others as they play. For example, children are thrilled to gain a star on the reward display. They can then take home a special friend, 'Marvin the Monkey', for a sleepover for being kind and thoughtful.

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

• Since the last inspection, the provider and manager have reflected and made significant changes to the organisation of the nursery. The provider has actively sought support from the local authority and independent consultants. The whole team has successfully made improvements to the environment, to better suit the ages and needs of the children. For example, babies and toddlers now play and learn in a quieter, less busy room. Older children now have easy access to a craft room and outdoor play. This has improved all children's concentration, communication and behaviour. Children are making good progress in their development.
• The dedicated manager and staff have worked hard to create a broad and thoughtful educational programme. This ensures all children achieve well, including those at risk of falling behind and the most able. Staff are clear about what children need to learn next and in what order. For instance, younger children make big marks with chunky chalks and crayons. This leads to older children using felt-tip pens to draw detailed pictures of trees and attempting to write their names.
• Children learn to be confident communicators. They listen to instructions and understand that the nursery's behaviour rules and boundaries are to keep everyone safe and happy. They initiate their own learning, such as suggesting a magnifying glass can be used as a spade, to move autumn-coloured rice around.
• Staff know how to challenge children further, to follow their own ideas. They make sure they give children time to think about what they want to say, and put their thoughts into words.
• Staff skilfully use stories with children to develop their interest and enjoyment for books and reading. For example, babies explore a sensory caterpillar, made up of cooked spaghetti and materials, to link with a favourite story. Children and babies delight in singing and hearing songs and rhymes throughout their play.
• Although mathematical development is a key focus in the curriculum, staff sometimes miss opportunities to promote children's mathematical concepts. For instance, children counting apple prints with ease are not challenged further to add or take away numbers, or to count to bigger numbers.
• Staff encourage children to learn to dress and undress, zip up their own coats and toilet independently. However, at times, staff miss chances to allow children to do things for themselves and learn new skills. For example, during mealtimes, staff open yoghurts, packets and lids. They cut up bananas and meat products. This does not support children to gain skills they will need as they move on to school.
• The provider and manager work exceptionally well together, knowing and complementing each other's strengths. They carry out regular peer observations and staff supervision sessions, ensuring that they have time to discuss staff's future training and well-being. Staff currently observe each other's interactions with children even more, to find even better ways of working. This is having a positive impact on children's confidence and learning.

What the setting must and should do next

The provider should:

• make better use of opportunities to develop all children's mathematical knowledge and understanding of mathematical concepts
• extend opportunities for children to do even more things for themselves, to help gain new skills and develop their independence.