Little Bunnies Nursery

What is it like to attend this early years setting?

Children confidently separate from their parents as they are warmly greeted by staff, who know them well and are attentive to their individual needs. Children immediately engage in play. This is because staff effectively plan accessible and stimulating learning environments both inside and outside. Children are happy, settled and make good friendships at this inclusive and welcoming pre-school.

Staff gather information from parents about children's interests and plan activities they know children will enjoy. Children enjoy exploring and investigating. They use their imagination as they take part in role play in the home corner and enjoy the sensory feel of soil, water and flowers as they learn about gardening. Children are active and learn about healthy lifestyles. Staff talk to children about what healthy foods should go into their bodies and why it is important to look after their teeth. Children enjoy the varied opportunities to be physically active. For example, they run around outside, climb and negotiate obstacles as they play with their friends.

Staff are good role models. They work together to deliver secure routines and share high expectations of children's behaviour. Staff support children's physical development well. Children enjoy lots of time outdoors to support their core strength and well-being. Staff actively teach children important skills, such as how to take care of their own personal hygiene, how to sit at a table and eat or how to wait for their turn. They develop the necessary skills in readiness for their eventual move to school.

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

• The provider has made improvements since the last inspection and has taken action to address their weaknesses. For example, there is an effective two-way flow of communication with parents. As a result, they are aware of all things relating to their children.
• Managers monitor the effectiveness of the curriculum to help strengthen practice. They focus on raising the quality of learning experiences. Staff express they value the support they receive. They are enthusiastic about their roles and express that they are happy in their work. However, the curriculum for mathematics is not consistently introduced into children's play and learning. This limits children's opportunities to practise and develop their mathematical knowledge and understanding.
• Children have access to a range of resources to help them develop their early mark-making skills, such as chunky chalks, pencils and crayons. Children develop their fine motor skills by manipulating play dough, rolling it and pressing it into cutters to make different shapes. They use different tools to dig the dirt. However, staff do not always provide additional challenge during some activities to extend children's learning. This means that teaching is not always precisely focused on what individual children need to learn next.
• Staff support children's communication and language skills well, including those who speak English as an additional language. Staff talk to children in their home language and use key words. They introduce children to new vocabulary effectively as they sing and read stories. This supports children to become confident and skilful communicators.
• Knowledgeable staff understand children's needs well, particularly those with responsibility for co-ordinating the care and education of children with special educational needs and/or disabilities. Communication is effective within the team. This ensures that any concerns are brought to the attention of staff and children's parents quickly. Staff work successfully in partnership with professionals, such as health visitors, to provide children with the support they need swiftly, helping them make good progress in their learning.
• Staff understand and promote children's physical development well. Children are supported to develop both their fine and large motor skills. Staff provide a range of experiences to promote small muscle development in readiness for later writing activities. For example, children carefully select craft resources and use tools such as scissors and glue sticks. Children practise walking along balance beams and pedalling tricycles.
• Partnerships with parents are a strength of the pre-school. Parents comment that their children are receiving very good care. Trusting relationships are formed and built in the best interests of the children. Settling-in and transition arrangements are well supported, helping children feel safe and secure. They welcome the effective communication they receive about their child's progress. Staff provide information to help parents to support their children's learning further at home.

What the setting must and should do next

The provider should:

• develop a well-sequenced curriculum for mathematical development and build staff's confidence in teaching early mathematical concepts
• support staff to have a clear understanding of the curriculum intent so that their teaching is consistently focused on what they want children to learn.