Little Cherubs Day Nursery and Preschool

What is it like to attend this early years setting?

The manager has worked hard since the last inspection to bring about positive change and improve outcomes for children. Children are settled in this setting. Staff are kind and nurturing. They offer children reassurance when they are tired or uncertain about situations. This supports children's emotional well-being. Children develop their confidence and independence skills and over time they explore the well-thought-out resources. Staff are close by to support children in their play. They model new words and short sentences to children to support their communication and language development. Children love sharing books and songs with staff and eagerly join in with the main parts.

Children enjoy either a healthy home-cooked meal or a packed lunch. They sit at tables with their friends and have a go at feeding themselves. Staff sit with children and engage in quality interactions with them. This provides children with an opportunity to practise their emerging speech and language skills. Children have ample opportunity to play in the outdoor area, where they can get regular exercise and fresh air. Children learn the nursery expectations and how to share and take turns. Staff are close by to support children to learn how their behaviour affects others. As a result, children are learning empathy.

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

• The manager is a real asset to this nursery. She has worked tirelessly to meet all the actions from the last inspection. The manager has a very good knowledge and understanding of how young children learn. She uses this to support staff to ensure that they are continuously meeting the individual learning and care needs of the children. The manager puts children's communication and language at the centre of the curriculum, to ensure that children can express themselves effectively.
• Staff have a secure knowledge and understanding of the curriculum and plan learning experiences that support children to build on what they already know and can do. The manager has introduced a clear curriculum intent, which focuses on what children need to learn and how staff can support children to make good progress. Consequently, children are ready for their next stage in learning. However, at times, some staff do not always enhance children's learning to support them to develop high levels of self-control in situations. Therefore, on occasion some children lose focus.
• The manager is the special educational needs coordinator. She is trained and experienced. The manager trains staff on how to support children with special educational needs and/or disabilities. Staff have tailored plans in place to ensure that children's individual needs are met. The manager has good links with other professionals and accesses early help for children. This supports children to be ready for their next stage in learning. However, occasionally some children struggle at times of transition. Some staff are focused on the routine at the time and do not always consider effective ways to adapt routines while still meeting children's needs. Nonetheless, the manager is close by to support staff and offer suggestions.
• Staff observe the children as they play and assess their learning. The manager and staff know the children well. They gather key information from parents prior to children starting at the nursery. They use all this information to plan learning opportunities for children that ignite their curiosity and introduce them to new interests. This supports children to engage in new experiences.
• The manager and staff have established positive relationships and work closely with parents. Parents comment on the support that the nursery provides to them as a family. They feel that their children are making good progress in their development because of attending this nursery.
• The manager accurately evaluates the provision and staff practice. She works closely with staff to set them targets to help improve the experiences they offer children. Staff attend training courses, which help them to plan and sequence children's learning and help them to meet their targets. The manager makes staff well-being a priority. This ensures that staff are able to support children with their feelings and to regulate their emotions.

What the setting must and should do next

The provider should:

• continue to support staff to develop children's concentration and high levels of self-control in situations
• support staff to help children at times of transitions and how to adapt routines to meet children's needs.