Little Ducklings Day Nursery and Preschool

What is it like to attend this early years setting?

Children arrive happy and excited for their day at this setting. They separate confidently from their parents and are greeted warmly by staff. Children confidently explore the environment and choose from a range of activities that staff have planned for them.

Staff have high expectations of what they want children to learn. They know the children well and plan accordingly for their needs and abilities. Children engage at activities for extended amounts of time. Staff support children through planned and child-led activities, which build on their interests. For example, children enjoy a story about the dentist. Staff then provide toothbrushes and toothpaste. Children excitedly brush the dolls teeth.

Children play alongside and together with their peers. They share ideas and build on their play. Children are supported by staff to take turns and share, which they do well. Staff are good role models and children understand routines and what is expected of them.

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

• Managers have regular supervisions with staff. This helps to identify learning and development needs. Staff are happy in their job roles and how their well-being is supported.
• Staff plan for children's age and stage of development. Activities are well thought out to meet the needs of children taking part. For example, older children enjoy an activity to make a 'summer potion'. They follow written instructions, guided by staff. Children listen well and recall previous learning. They share and take turns. Children excitedly support each other as they add and mix ingredients together. However, although children are encouraged to solve problems and share ideas, some staff step in to quickly to give children solutions.
• Children's speech and language is supported well. Staff model good language and introduce new words to children's play. Staff ask the children questions and give them ample time to respond. Children develop a love of books. They enjoy looking at a book created through their own experiences at the setting. This encourages communication and language, as the children recall events and discuss them with friends and staff.
• Staff support children's physical development well. Younger children are encouraged to move independently. Staff help them to stand and support with the beginning stages of walking. Older children take part in planned activities to learn new physical skills. For example, children explore wooded areas, have weekly yoga sessions and take part in planned group physical activities.
• Parents praise the staff for the warm and caring environment that they provide for their children. They appreciate the regular feedback they receive verbally and through online communications. Regular newsletters inform parents of what the children will be learning and how to support learning at home.
• Staff support the children to learn about their local community and the world around them. For example, children have links with a nursery in Africa. They have learnt about a child that attends and the differences in their lives. Children enjoy visiting the local allotment where they have the opportunity to grow their own fruits and vegetables. They learn about healthy eating and use their produce for activities to enhance fine-motor skills and cooking.
• Children's independence is supported well by staff. From a young age, children are encouraged to feed themselves and clear their spaces after lunch. For example, younger children scrape leftovers into the bin and put their plates and cutlery into the washing-up bowl. Older children self-serve their food and independently change shoes to get ready for outdoor play.
• Staff make regular assessments of children's learning and development. They use these to plan for children's future learning and next steps. Children make good individual progress, including children with special educational needs and/or disabilities (SEND). Staff work with other agencies and parents when needed, to ensure consistency for children. If required, children have individual support plans.
• Staff provide opportunities for the children to develop early writing skills. For example, children use resources to draw pictures for their parents and friends and put these in envelopes. Children persevere and support each other when writing names on the front of the envelope.

What the setting must and should do next

The provider should:

• strengthen the opportunities to challenge children's thinking and encourage them to solve problems.