Little Darwins Nursery

What is it like to attend this early years setting?

Children are extremely enthusiastic and happy on arrival to the setting. They clearly feel safe, having formed strong, secure attachments to their key person. Children place their belongings on named pegs and excitedly run to find their friends. They have a strong desire to learn, seeking out new experiences. Staff model language exceptionally well. Children listen and respond to instructions and initiate conversations with others.

Children access outstanding learning opportunities in the well-designed indoor and outdoor environments. They are fully engaged in high-quality learning experiences planned through a well-sequenced curriculum. Children decide where to play and actively seek out activities of their own choosing. They use child-sized rakes to gather and move bark using their gross motor skills. They skilfully make sandcastles in the sand and use a water pump in the garden. They master a challenging obstacle course, using their hand-to-eye coordination and physical skills.

Children's behaviour is exemplary. The staff team promotes positive behaviour and teaches the children respect and tolerance. Older children have developed friendships with peers, and they enjoy playing together. Babies sit on mats, curiously turning pages in books. They are confident to explore and play independently, as they know that an adult is close by.

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

• Managers lead a highly qualified and motivated team in implementing an ambitious curriculum. Children are independent and confident learners who are fully immersed in their play. They take part in team running events on the playground, cheering on their friends and waiting patiently for their turn. They enjoy themes, such as marine life, where they explore toy sea creatures in water or gloop. Children name orb and diamond shapes they find buried in oats.
• Routines support children to have structure to their day. They help to tidy away and know where items belong. Children talk to the cook over the kitchen gate and use their sense of smell to guess what lunch might be. Children wash their hands before mealtimes and manage personal hygiene extremely well. They learn about healthy food choices and enjoy tasting new foods. Children manage their behaviour extremely well. They can self-regulate their behaviour and talk about emotions.
• Teaching is outstanding. Children learn phonics and match them to words, eventually learning their own names. They make marks on paper and can write their names before going to school. Children have a love of books and enjoy listening to favourite rhymes and stories. They copy actions, using their fine and gross motor skills, and sing along having learned the words.
• Transitions within the nursery and beyond are exceptionally well organised. Parents come into the setting to settle their children in. Sessions are flexible to meet the needs of children and families. Staff support children as they move through the setting, using a highly successful key-person approach. Local schools visit and meet children in the setting before they move to school.
• Children with special educational needs and/or disabilities make clear and consistent progress in their learning and development. Staff have very high expectations of the children. They work with external agencies and families to create individual learning plans for children. Children have access to high-quality learning experiences, which supports them to achieve the next steps in their learning.
• Parents speak very highly about the setting. They have confidence in the staff team and feel included as part of the setting. Additionally, they explain how managers and staff actively support them with home learning. Parents have daily discussions with staff and receive communication through an app. They are invited into the nursery for parents' evenings and to celebrate special events. Parents help with charity fundraising events at the setting. They appreciate how monies raised are spent on improving the facilities for the children.
• Managers hold regular supervision meetings with staff. A high emphasis is placed on staff well-being and training. Managers invest in individual and team training opportunities. Staff are undertaking specific training to strengthen teaching approaches across the setting. This has a positive impact on children's overall development.