Little Bugs Childcare

What is it like to attend this early years setting?

Children arrive happy at this warm and friendly nursery. They separate from their parents and carers with ease. Staff provide a successful settling-in process that ensures children feel safe and secure. They create effective relationships with parents and communicate regularly about their children's learning. Parents report that they are 'very pleased' with the care provided at this nursery. Children have strong bonds with staff. The key-person system that is in place works well for all children. Children seek out their key person when needing reassurance. Afterwards, they are happy to return to their play. Staff put children's emotional well-being at the forefront of their care.

Overall, children's learning is well sequenced through the nursery. Leaders plan a curriculum that prepares children for going to school. Staff place a large focus on children's communication and language skills. They model good English, and children go on to use newly introduced vocabulary during their own imaginative play. For example, staff describe shapes as two-dimensional and three-dimensional and explain what this means. Children then explore the fairy garden and describe a tree log as a 'three-dimensional shape' This helps children to make good progress in the development of their communication.

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

• Staff give children opportunities to develop their independence. Toddlers independently place tissues in the bin after they have wiped their noses. Children serve their own food at mealtimes, and staff encourage them to try vegetables in the meal. Children can access drinks throughout the day. They are able to undo buttons when removing painting aprons. Staff continually praise children for their efforts in being independent.
• Leaders are present in the day-to-day running of the nursery. They use peer observations so experienced staff can support other staff members. Leaders ensure that feedback between colleagues is constructive to promote high-quality learning. However, staff supervision sessions are not fully effective in supporting newer staff to develop their confidence in consistently engaging in children's play and extending their learning.
• Staff are confident in knowing where children are developmentally and what their next steps in learning will be. They can explain how they will support them to achieve the skills they need for school. However, occasionally, staff do not link activities to support children's individual abilities. For example, sometimes children's next steps in learning are too broad in their intention and are not always tailored to teaching individual children what they need to learn next.
• Leaders and staff support children with special educational needs and/or disabilities (SEND) well. They engage with other professionals in order to support all children. Leaders use additional funding to provide extra training for staff. This means that staff are able to support children's specific needs. Consequently, children with SEND make good progress.
• Children are confident in their exploration of the nursery. They are curious when playing with new resources, such as a fairy garden. They work together to use three-dimensional shapes and build towers. Children share resources and take turns. They show high levels of respect for one another. Children's behaviour is consistently good across the nursery.
• Partnerships with parents are good. Parents particularly praise staff for how well they know children. Staff send regular assessments to parents to ensure that they are involved in their children's learning. Parents are confident that staff know their children well when reading these.
• Leaders place a large focus on staff's well-being. They take into account staff's views on workload and reduce this where possible. Staff report feeling happy and that leaders are approachable and supportive. Leaders check in with staff on a weekly basis. They provide development opportunities to extend staff's knowledge in areas additional to mandatory training. Leaders take on board feedback to ensure that training is beneficial for staff.
• Children practise developing their fine and gross motor skills. In the outdoor area, children can climb, balance and jump. Toddlers use pipettes to squeeze water into small watering cans. Staff make writing equipment available for children to access at any time.

What the setting must and should do next

The provider should:

• support less experienced staff in maintaining consistent high-quality teaching, such as by using staff supervision sessions more effectively
• plan more precisely for children's next steps in learning to help them to make the best possible progress.