Little Dots Daycare North Leigh

What is it like to attend this early years setting?

Children flourish in this nurturing and highly ambitious nursery. Staff know every child exceptionally well, and children's well-being and development are central to everything they do. Children's behaviour is exemplary. From the youngest age, children learn to share and resolve conflict. Staff are inspirational role models and show a high regard for children's feelings through the promotion of consistent expectations. Children make exceptional progress from their starting points, including those who are learning English as an additional language.

Staff have a deep understanding of child development and use their accurate assessments of children to tailor experiences very precisely to meet children's individual needs to a high level. They expertly deliver a curriculum that is rich and ambitious. For example, toddlers became engrossed in a sorting activity. They confidently matched pairs of socks by colour and pattern, carefully comparing stripes, spots or shades. Staff skilfully extend their learning by introducing new vocabulary, such as 'same' or 'different'. Children progress from matching identical socks to sorting by size and repeated patterns. This very successfully supported children's development in early mathematics and problem-solving.

Leaders' hold an excellent oversight of quality in the nursery. They have high expectations for all children to be happy and achieve well. Leaders' ongoing investment in staff training has a demonstrated positive impact on the rapid progress children make, particularly in areas of confidence, communication and emotional resilience. The nursery's forest school provision is a particular strength. It is inclusive and accessible for all ages of children. Children eagerly search for bugs, lift logs and share discoveries. They show an impressive knowledge of nature as they excitedly recall how 'bees do a dance to tell their friends where the nectar is' or compare the differences between frogs and toads.

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

• Leaders and staff have a shared vision for excellence that includes aspirational targets for every child. The curriculum is expertly designed to build on children's knowledge progressively across all areas of learning. For example, leaders and staff make excellent use of their morning 'pow wow' meetings. They share insights, adapt provision and agree on focus activities so that every learning opportunity is maximised. This collaborative approach strengthens the impact of the curriculum and supports every child to flourish.
• Children's early communication and language skills are given the highest priority. Staff promote a rich environment that supports a love of story, songs and conversation. They model language with precision, ask thought-provoking questions and respond sensitively to children's ideas. Staff place an impressive focus on supporting the youngest children to gain confidence in their communication, such as through the use of signing. This highly inclusive approach enables babies and toddlers to express their needs, make choices and feel understood before they can communicate with confidence verbally.
• The curriculum for outdoor learning is exceptionally well planned and expertly delivered. Children benefit from regular access to a well-resourced woodland area, where they are supported to explore the natural environment, develop physical skills and build emotional resilience. For example, staff with specialist teaching qualifications deliver individual sessions with a clear focus on safety, skill development and independence. Children become deeply engaged and demonstrate excellent concentration and perseverance. They listen intently, learn how to handle tools safely and show great pride in their creations.
• Leadership at all levels is strategic and forward thinking. It ensures that all staff have the training they need to continue to be highly effective. Staff continually enhance their practice through high-quality professional development and supervisions. For example, staff took part in a study visit to Iceland to explore approaches to outdoor learning and risk-taking play. This has inspired staff to adapt the curriculum for outdoor play for all ages. As a result, children benefit from purposeful adventure and play opportunities that build confidence, resilience and problem-solving skills to an exceptional level. This is particularly beneficial for children's next stage of education.
• Children's personal development is exceptional. Staff help children to understand the importance of being healthy and leading safe, active lifestyles. They successfully promote children's deep understanding of and respect for different cultures, faiths, types of families and relationships. Leaders and staff have high regard to promoting children's mental well-being. Staff create small group activities, which successfully supports children's movement through creative play. During these times, they encourage children to roll, stretch and collaborate through a series of uninterrupted child-led games. This has been highly supportive in developing a safe space for children to express themselves and develop self-awareness and confidence. It has also contributed very successfully to the high levels of self-regulation demonstrated by children.
• Leaders place a strong focus on working with families. They actively seek parents' views when planning next steps and use home observations to enrich assessments. Staff provide regular updates and collaborate with parents on matters that affect children's health or development. Parents attend family days and learn about the benefits of the curriculum. This very successfully supports consistency in care and learning.