Little Bundles Of Joy

What is it like to attend this early years setting?

Staff welcome children warmly into the setting. They greet each child by name and take time to engage meaningfully with them and their families. As a result, children form strong attachments with their key persons, who provide consistent care and emotional support. This fosters a sense of safety and belonging, enabling children to explore their environment with confidence. Staff are sensitive to children's emotional needs and provide timely reassurance when children appear unsure, helping them feel secure and valued.

Staff deliver a carefully planned curriculum that meets the needs of all children across the seven areas of learning. They adapt activities to reflect children's interests. For example, when children show an interest in water play, staff provide trigger spray bottles, encouraging them to use their pincer grip to spray water and create patterns on the floor. Children also use tweezers to pick up pom-poms and place them into containers. These experiences help strengthen the muscles needed for early writing development and support children's physical skills.

Children demonstrate positive attitudes to their learning. They engage enthusiastically in activities, such as modelling animals from play dough. Children manipulate and roll the dough in to different shapes to make their creations. They proudly share their creations with staff and friends, which helps build their confidence and sense of achievement.

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

• Since the last inspection, leaders have taken effective steps to strengthen safeguarding procedures. Regular supervision meetings are used to identify training needs and ensure staff remain up to date in their knowledge. As a result, staff demonstrate a secure understanding of safeguarding policies and procedures. They know how to recognise and escalate concerns appropriately. Staff share they feel valued and supported in their roles.
• Staff work closely with families to ensure children, including those with special educational needs and/or disabilities (SEND), receive appropriate and timely support. This collaborative approach enables children to make progress in their learning and development. Parents speak positively about the care their children receive and comment that their children enjoy attending the setting.
• For most of the time, staff support children's developing communication and language skills well. They respond positively when children use familiar words, offering encouragement and praise. However, staff do not always build on these interactions by introducing new vocabulary or using strategies to extend language, in particular when staff support children who speak English as an additional language. As a result, not all children receive consistent support to extend their spoken language and deepen their understanding.
• Staff foster a love of reading. Children engage actively during group story sessions, repeating familiar phrases and copying actions. Staff encourage children to recall stories, which supports the development of early literacy skills. However, during these sessions, the high level of excitement sometimes leads to children talking over one another. Staff do not always model or reinforce expectations, such as listening respectfully or waiting their turn. Consequently, some children do not always fully benefit from the group experience or gain consistent opportunities to develop respectful behaviours and social skills.
• Children benefit from a broad range of experiences that help them learn about the world around them. They care for living things by planting seeds and observing them grow. Staff enrich children's learning by arranging additional experiences, such as meeting a family's pet puppies, which children stroke and cuddle. These opportunities promote empathy, kindness, and help broaden children's understanding beyond their immediate home environment.
• Children enjoy spending time outdoors, where they confidently explore and make independent choices about their play. They express creativity through mark making, such as painting with rollers. Friendships develop through imaginative role play and cooperative games. For example, children play hide and seek in the playhouse and develop hand eye coordination while playing a bowling game. They celebrate one another's successes and show pride in their achievements. Staff offer praise and encouragement. This contributes positively to children's sense of self and emotional well-being.
• Children develop increasing independence throughout their time at the setting. They manage tasks, such as dressing themselves for outdoor play and washing their hands before mealtimes. During meals, staff actively encourage children to take responsibility for their own needs by serving their food and pouring their drinks. These routines help promote responsibility and self-care skills.

What the setting must and should do next

The provider should:

• develop further strategies to consistently extend children's vocabulary and promote language development, particularly for children who speak English as an additional language
• strengthen staff practice to consistently reinforce expectations for respectful interactions, supporting children to listen and take turns when contributing.