Little Engineers Nursery

What is it like to attend this early years setting?

Children are happy to arrive at this welcoming nursery. They are greeted by friendly staff. Children form good friendships as they are eagerly met by their peers, who help them take off their coats. They learn simple rules, such as using 'gentle hands' and 'walking feet', during carpet time. This helps children to have clear expectations and, as a result, behaviour is good.

Children develop a love for books. Staff take every opportunity to incorporate literacy throughout their teaching. Children readily choose books to share with staff. Cosy reading corners create a calm space for children to enjoy books. Toddlers explore 'touch and feel' books with interest, as they feel the different textures of farm animals. They start to recognise letters as they learn that the word 'lion' starts with an 'L'. This supports children to develop early literacy skills in preparation for starting school.

The nursery has strong links with the local community. Children enjoy trips to the local library and visit the local nursing home. This supports them to learn about the wider world around them. Children learn about people that help them in the community. For example, professionals from the local hospital come and talk to them about oral health.

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

• Leaders build a clear and progressive curriculum based on the children's needs and interests. Reflective planning ensures that staff fully support children to become secure in their learning before they move to the next stage. This supports children, including those with special educational needs and/or disabilities, to make good progress in their learning and development.
• Children make good progress in their communication and language. They respond to familiar rhymes and songs, which staff incorporate throughout the day. Toddlers link actions to words as they sing 'twinkle, twinkle little star' and hold their hands up to make star shapes. Older children articulate themselves well as they tell staff they are looking for the 'triangle-shaped toy'. Children hold meaningful conversations with staff and communicate their needs clearly.
• Staff provide children with a good range of interesting adult-led and child-initiated activities throughout the nursery. For example, children make potions mixing water and flower petals together. Babies enjoy the sensory experience of feeling soil and coloured rice in their hands. Staff readily play alongside children and engage them in meaningful interactions. However, sometimes, staff do not consistently make the most of spontaneous conversations during activities and use questions, to extend children's learning even further.
• Staff encourage children's independence effectively. Toddlers learn from an early age to feed themselves and learn how to peel bananas. Older children confidently pour their own drinks at snack time and put their coats on to play in the garden. This supports children to be ready for the next stage of their education.
• Leaders and managers have a clear drive to deliver high-quality care. Staff receive regular supervision and their practice is closely monitored. Any areas for improvement are identified and supported with professional development opportunities. Training is focused and shared with the team to ensure that all staff benefit. Leaders work hard to promote staff's well-being. Staff have access to a wide range of services to support them and attention is given to having a balanced workload. Staff speak highly of the leadership team and say they feel well supported.
• Babies are generally settled and happy. Staff interact well with them and provide effective nurturing to make them feel safe and secure. However, on occasions, some transitions between activities and care routines are not as smooth as they might be. Staff are focused on routine tasks, which leaves some babies waiting. This results in some babies becoming unsettled, which interrupts their play and learning.
• Staff form good partnerships with parents. There are effective communication methods to inform parents about all aspects of their children's time at the nursery. This includes daily chats and an online app. Parents value the positive attachments that their children make with staff and comment that their children have come on 'leaps and bounds'.

What the setting must and should do next

The provider should:

• strengthen teaching to ensure all interactions with children are high quality and extend their learning
• review and improve the organisation of transitions and everyday care routines for babies, so they can swiftly re-engage in purposeful play and learning.