Little Buttons Day Nursery

What is it like to attend this early years setting?

Children are well supported by kind staff at this calm and caring nursery. Staff respond to children's emotions and behaviours in ways that suit them individually. This helps children to feel settled and confident to explore the whole provision. There is a strong focus on developing children's communication skills across the nursery. Children learn a range of words that supports their growing vocabulary. Staff add the words into their play, giving words meaning for children. They take turns with babies to repeat the sounds they vocalise to help build on their very early conversation skills. Staff encourage older children to listen when others speak, such as a when reading a story or taking turns in games. This helps children to respect their peers.

Children develop their physical skills in a range of ways. Babies pull themselves up to reach toys in a tray. Toddlers climb up steps to go down a small slide. Staff facilitate children holding a watering-can to fill with water under a tap then carry to water plants in different pots. This helps to develop children's coordination skills. Toddlers squeeze tweezers to pick up pom-poms and older children practise writing their names. These opportunities allow children to build strength in their hands. Staff help children to learn how to manage their own safety. As older children want to jump into the sandpit, staff remind them to take turns. Children ask their friends to move out of the way before jumping.

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

• The managers have a good focus on helping children to make progress in their learning from birth in key areas. The specific emphasis on communication and language skills sequentially supports children's development as they grow through the nursery. The managers have high expectations of staff to teach children the skills and knowledge they need for moving on to the next stage of their education. The managers have a good programme in place to support staff development. However, not all staff engage with children and provide consistently high-quality interactions with children.
• Staff focus on milestones that foster learning for the specific age ranges of children they work with. The team use the dedicated key-person approach to successfully tailor the provision for each child. At times, younger children's routines are less well ordered. For example, children do not realise it is time to tidy up and continue playing as the staff tidy the toys. Consequently, as children receive slightly less interaction during these transition times, their learning is not purposeful.
• Staff spend a lot of time playing with children to help build trusting caring relationships. Children invite staff into their play and they respond warmly. For example, when older children ask staff if they would like to hold their play dough worm, staff answer with enthusiasm, saying they would 'love to'.
• Staff know the children well. They accurately assess children's learning and use this information effectively. They consider how to integrate next steps into the everyday play. For instance, when delivering planned activities, staff know which specific children will gain valuable development from the opportunities provided.
• Staff use their interactions with children to skilfully add more to children's play and know when to stay nearby. Babies quietly concentrate to hook bangles on the arms of a 'mug tree'. As some babies watch a sensory play activity, staff intuitively know when to include them, asking if they would like to join in. Babies then engage as they indicate verbally and with gesture they would like to play with bubbles. Staff praise them for their good communication and babies attempt to catch bubbles with their hands, laughing with delight.
• Children are learning a range of mathematical concepts in a purposeful way. Staff use language that indicates size, height and numbers appropriate to children's abilities. Staff sing counting songs to toddlers. When older children are investigating shapes, staff discuss the properties of them, such as a rectangle that has four sides. Staff encourage children to compare the length of their play dough worms and the sizes of the wild animals. This helps to give children a good grounding in using mathematical language in different contexts.
• There is frequent communication between parents and staff. The close partnership working helps in meeting children's needs. For example, when helping children to understand their emotions. Parents report they receive in-depth information about their child's learning through the online learning system. This gives them reassurance that their children are making good progress.

What the setting must and should do next

The provider should:

• continue to embed the professional development to help all staff offer children consistently high-quality interactions
• review routine times for younger children so they are consistently secure and offer further opportunities for learning.