Little Corkers Day Nursery

What is it like to attend this early years setting?

All children thrive in this welcoming environment. Staff go out of their way to support children and their families. The setting is inclusive and provides very good support for children with special educational needs and/or disabilities and children who speak English as an additional language. All children confidently and independently explore their environment freely. They approach staff to have their needs met. Children settle quickly, are extremely happy and feel very secure.

Staff provide a curriculum which considers what children already know, their interests and their personal experiences. Parents, carers, partner agencies and the local community all form part of the curriculum. Children benefit fully from the exciting early education opportunities available to them. Children learn about the world around them. For example, children visit the supermarket and buy snacks, and make pumpkin soup.

Children show positive attitudes to their learning and readily join in with activities. For example, children explore and learn about conkers during an activity. They learn where conkers come from and the different stages they go through when they grow. Children compare the sizes, shapes and colours of conkers, exploring the different textures. Staff support younger children to touch the spikes without hurting themselves. Children patiently wait for their turn to do so. They learn rich new language such as 'spiky', 'rough', 'smooth', 'shiny' and 'hollow'.

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

• Children have lots of exciting opportunities for physical development. They play in a very large outdoor space. Children ride bicycles, play ball games and use large play equipment, such as slides and climbing frames. Staff encourage children to balance and walk on a drainpipe while holding their hands. They encourage children to try and balance independently, offering verbal encouragement when needed.
• Children have fun opportunities to learn about mathematics and volume. They transfer water to jugs using scoops and sand to different-size buckets using spades. Children learn early numbers when counting spots on ladybirds. They stack building blocks, learning about colours and shapes. Children develop critical thinking and problem-solving skills. However, on occasion, staff do not allow time for quieter children to process conversations and questions before moving on.
• Children make good progress in their personal, social and emotional development. Staff set individualised simple goals to embed and develop children's skills. Children take turns during timed adult-led activities. They learn how to play with their friends and share resources. Children develop a great sense of self-esteem and confidence. They are ready for when they start school.
• Staff are attentive to children's needs. They are appropriately deployed around the setting to play with children. Children explore their environment, take risks, play with peers and problem solve, while they follow their interests. However, on occasion, staff do not always extend and challenge children's learning during child-initiated play.
• Children become increasingly independent. They learn to use cutlery to eat their lunch. Children use knives to spread cheese on crackers. They put their own shoes and coats on to play outside. Staff give verbal instructions to less-able children and encourage perseverance. Children wash their hands and use the toilet independently, with the knowledge that staff are close by for support if needed. They develop a good understanding of their personal hygiene routines.
• Staff help children to develop an understanding of healthy eating. Children enjoy freshly cooked meals with fruit and vegetables. During snack time, children have the choice of different fruits, such as banana and kiwi. Staff encourage children to taste the kiwi. They talk about how it tastes, smells and the consistency. Children recall their favourite foods at the setting and why.
• Staff work very well with parents and partner agencies. They share consistent information with parents through an app, daily informal chats and regular meetings. Staff share information on what children are learning and how parents can continue their child's learning in the home. This includes support and advice on personal hygiene routines and positive parenting. Staff work well with early intervention services. Parents report that communication sharing is excellent.

What the setting must and should do next

The provider should:

• support staff to allow time for quieter children to process conversations and questions before moving on
• extend children's learning further by providing appropriate challenge during child-led play.