Little Discoverers

What is it like to attend this early years setting?

Children are safe, happy and enjoy the time they spend at the nursery. Due to the COVID-19 pandemic, parents are continuing to drop off and collect children at the main door. Children leave parents at the door confidently and are greeted by friendly, caring staff. Staff have high expectations of children, so children display high levels of independence in all that they do. For example, toddlers put on their own coats and attempt to zip them up, with some children succeeding. Pre-school children push themselves along on tricycles and use equipment safely and correctly. All children are familiar with the hygiene routines within the nursery. They wipe their nose and wash their hands afterwards.

Children are provided with opportunities to develop their small-muscle skills. For example, they use tweezers to post buttons into sponges and practise using scissors during creative activities. Consequently, children strengthen their hand muscles in preparation for developing their early writing skills. Toddlers enjoy using scoops to make ice creams and happily talk about the 'flavours' they have chosen, such as chocolate and strawberry. The setting is committed to promoting oral health throughout the nursery. This is reflected throughout activities and interactive displays. Pre-school children enjoy using toothbrushes and toothpaste to brush the dental resources on offer. They confidently talk about the food groups that are good and bad for your teeth.

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

• The manager is passionate about children receiving the best possible start in life. She has a clear vision of what she intends children to learn through the nursery's curriculum. Staff undertake regular assessments of children's abilities. They identify and plan for the next steps in children's learning. Overall, activities build on what children already know and can do. However, sometimes, activities do not offer sufficient challenge. For example, when pre-school children are matching shapes and numbers, only numbers one to 10 are available. Some children do this with ease and would benefit from being provided with numbers beyond ten.
• Staff report that they feel supported in their roles. They have access to online and local authority training to build on their professional development. Supervisions are held regularly and allow staff time to talk through any concerns they have and agree targets for the upcoming term. These include completing training, the most recent being safeguarding.
• Children are extremely well behaved. They display excellent manners and are respectful of one another. They play alongside each other, taking turns and sharing. Older children are good role models for younger children. Children use resources appropriately and understand how to use them safely. For example, when using scissors, they know how to handle them with care.
• Parents provide fantastic feedback about the nursery. They feel well informed of their children's progress. They enjoy regular communication from staff and recently attended a 'high tea' event to celebrate Mother's Day. Parents are provided with ideas and activities to extend children's learning at home. The manager keeps parents informed of healthy choices for the packed lunches children bring each day.
• Communication and language are supported well throughout the nursery. Staff use books to introduce new vocabulary and extend children's understanding of the world. For example, when reading 'Handa's Surprise', the children talk about the various food, such as guava, pineapples, mango and avocado. Staff explain the cultures in Africa when children ask about the lady carrying the fruit basket on her head. Children understand that books have an author and an illustrator and ask about the blurb on the back of the book prior to reading it.
• Staff quickly identify where children might need additional support and put plans in place to help them to achieve. Staff work closely with parents and other professionals in order to ensure each child, including those with special educational needs and/or disabilities, make good progress.

What the setting must and should do next

The provider should:

• strengthen the systems for monitoring the quality of education to ensure staff provide sufficient challenge through planned activities.