Little Clovers Nursery

What is it like to attend this early years setting?

Children are welcomed warmly into the setting. They develop warm and trusting relationships with staff. Children show they feel comfortable with the staff. Babies seek staff out for a cuddle when they are feeling unsure. Children are supported to learn about different emotions they may be experiencing. Staff skilfully label these emotions and work with children to understand why they might be feeling a certain way. Staff are kind and caring and have high expectations of children's behaviour. They support children to take turns and share resources. As a result, children show high levels of respect for each other.

Leaders and staff have worked hard to establish a clear curriculum, which builds on what children know and can do as they progress through the nursery. Staff liaise with local schools to find out what is most important for when children start school. They then develop a more personalised curriculum and learning plan ensuring children are ready for their next stage in learning. Planning takes into account a range of festivals and celebrations, that reflects the diverse needs of the nursery. Children make good progress. Stories form an integral part of the nursery day. Learning opportunities are developed around these. This helps to promote an early love of reading.

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

• Staff use every opportunity to teach children how to keep safe. They explain how to climb stairs safely, for example, that they must walk and hold on to the banister. They explain any unwanted actions clearly, such as why children should not stand on chairs. This supports children's understanding of risk. Children are very well behaved and understand the expectations of them.
• There is clear leadership throughout the setting. Leaders regularly evaluate practice and have plans in place for areas they wish to develop. They seek feedback from parents and staff to support this self-evaluation. Leaders are aware of the well-being of staff and staff say they feel well supported. Students are well supported while on placement and seek out future employment opportunities at the setting.
• Staff share information with parents through an online journal. Staff go above and beyond their role to support parents with referral forms and to ensure children can access their full entitlement. Parents are happy with the setting and report their children are making good progress. Leaders are proactive in ensuring parents understand how their children learn and how they can support them at home. For example, leaders reach out to parents to explain how they support early reading within nursery.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with a range of professionals to ensure children have appropriate support in place. Staff take prompt action to support any children with developmental concerns to ensure they receive relevant support at any early stage. Leaders ensure that additional funding the setting receives is used to meet individual needs and enhance outcomes for children effectively. As a result, children make good progress from their starting points.
• Children have access to a large outside space. Some consideration has been given into how to use this space effectively. However, staff do not yet plan and organise the outdoor curriculum as well as they do indoors. As a result, the area is not stimulating enough to engage children fully in their learning. Nevertheless, children enjoy their time outside. They enjoy using the bicycles and making use of the space to run around. This helps to support their physical development.
• Staff know children extremely well. They allow children to make choices in their learning and ensure they are supporting children's individual learning. However, adults do not consistently refer to children by name when speaking to them. For example, they are sometimes referred to as 'baby' or 'mate'. This means that, at times, children are not recognised as individuals.
• Staff skilfully use a range of mathematical language in play. For example, they count bricks with babies as they are building a tower. Older children play games in which they are challenged to find a certain number of objects. This helps to support children's early concept of number.

What the setting must and should do next

The provider should:

• continue to develop the outdoor curriculum to provide a stimulating and organised area for children to learn
• ensure children are recognised as individuals and referred to by their name.