Little Einsteins

What is it like to attend this early years setting?

Children arrive with confidence at this friendly and inclusive setting. They smile with delight as staff warmly greet them. They arrive eager to start their day and freely explore the learning environments. Children interact positively with staff and go to them for spontaneous cuddles. Children build secure and warm bonds with staff, which fosters their emotional development. Children are curious and creative learners who thrive in this nurturing environment.

Staff implement a holistic and well-sequenced curriculum that supports children's development, including those with special educational needs and/or disabilities (SEND). For example, babies crawl through tunnels and pull themselves to standing using furniture and push-along toys. Older children ride tricycles and bounce on space hoppers with enthusiasm. These activities help children develop their spatial awareness, balance and coordination.

Staff act as positive role models for children. They play alongside children and help them to understand the setting's behavioural rules. Children respond well to staff's expectations and learn to share toys and use their 'walking feet' indoors. They demonstrate polite manners and build strong friendships with their peers. For example, children enjoy cooking in the outdoor mud kitchen and tell staff they are making 'chocolate cake with chocolate frosting'. Children are motivated to learn and play, which contributes to the good progress they make across all areas of learning.

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

• Staff support children's emotional well-being and social skills effectively. They give children targeted praise for their achievements and efforts. Older children show kindness to younger ones as they play together in the large indoor play space. Staff encourage children to be independent. For example, children wash their hands and feed themselves with cutlery. These experiences foster children's well-being and strengthen their independence skills.
• Staff promote healthy lifestyles effectively. Staff offer children nutritious and well-balanced meals and snacks to encourage a healthy diet. Children understand the difference between healthy and unhealthy food and are aware of the effects on their bodies. For example, children confidently explain that fruit is healthy and that food gives them energy to play with their friends. This means that children are beginning to learn how to lead a healthy lifestyle.
• Children with SEND benefit from early identification and timely intervention. Staff observe children to identify specific gaps in their learning and development. They work closely with parents and external professionals to implement personalised education and care plans. Leaders use funding appropriately to meet children's individual needs. Children receive the support they need to make good progress from their starting points.
• Staff deliver an ambitious curriculum based on children's individual needs, interests, and next steps in development. Children engage in activities within the local community, such as taking walks in the surrounding areas and playing in nearby parks. However, staff do not consistently provide opportunities for children to learn about cultures and communities beyond their own. This limits children's understanding of life in modern Britain.
• Children are well supported to develop strong communication and language skills. Staff speak to children clearly and calmly. They use songs, nursery rhymes and stories to develop children's vocabulary and speaking skills. For example, babies enjoy making animal sounds while singing 'Old McDonald had a farm'. Toddlers carefully turn the pages of books that capture their interest and attempt to name the pictures. Pre-school children listen attentively and eagerly recall familiar phrases from the story 'The Very Hungry Caterpillar'. Children are becoming confident communicators.
• Leaders are passionate and committed to providing high-quality services for children and their families. They hold supervision meetings with staff and ensure they complete mandatory training, such as paediatric first aid and safeguarding courses. However, leaders have not yet identified continuous professional development opportunities to further enhance the quality of staff's practice.
• Partnerships with parents are strong. Parents report that leaders and staff are kind, professional and attentive. They value the very low turnover of staff, which provides stability for their children and enables them to build trusting relationship with staff. Parents also appreciate the daily feedback they receive on their children's achievements and care routines.

What the setting must and should do next

The provider should:

• expand the curriculum to offer children a wider range of experiences to enhance their understanding of people, families and communities beyond their own
• identify and tailor continuous professional development opportunities to individual staff members to raise the quality of their practice even further.