Little Explorers Day Nursery Pakenham

What is it like to attend this early years setting?

Children are eager to attend this welcoming and inclusive nursery. They greet the staff warmly, and confidently hang up their belongings on their own hooks. Older children recognise their names on the rainbow display, before happily joining their friends. They are keen to tell visitors about their favourite activities, making good use of the new vocabulary they hear and say in their play.

Children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning and development. They are supported by knowledgeable staff, who plan and provide a broad curriculum. Babies enjoy exploring different materials, such as water, paper, glue and paint. They have a go at spreading glue when creating paper collages. This helps to strengthen the muscles in their hands and their coordination. Older children are keen to attempt new challenges, such as using scissors to cut out a mask. They carefully follow instructions as they learn how to hold the scissors, and show a good awareness of how to do this safely.

Children have a positive attitude towards their learning, and understand the high expectations for behaviour. For example, older children wait patiently for their turn to wash their hands before lunch and happily help to tidy away toys. Children are caring towards others. They thoughtfully save seats at the table and offer to share a book with a new friend.

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

• Staff get to know the children well and are confident about what they want them to learn and why. They find out about children's home lives and plan the curriculum to complement their experiences outside of the nursery. The provider uses additional funding effectively to help all children to access the curriculum. For example, staff are purposefully deployed to offer direct support to children with SEND as they increase their interactions with others.
• In the main, children take part in activities that are planned effectively to build on their existing development. For example, babies are encouraged to have a go at putting on their boots to build on their determination to manage tasks for themselves. However, during some daily routines, staff do not focus on making the most of opportunities to extend children's thinking and ideas. This means that children's knowledge and understanding are not always enhanced to the highest possible levels.
• When it is time for children to move into nursery or into the next room, staff plan and support their smooth transition. For example, they offer to visit families at home before children first attend to share information and learn more about children's interests and routines. Two-year-old children delight in visiting the
• 'Oak Room' before they join the older children. This is particularly supportive of children's emotional needs, helping them to build a secure bond with their key person throughout their time at nursery.
• Staff promote children's speaking and listening skills effectively. For example, toddlers are enthralled as staff sing songs and rhymes. They join in, anticipating the parts that involve shouting out and jumping. Older children often ask questions to find out more about the things that capture their interest. For example, they start conversations with staff about their pet chickens. Staff use strategies, such as sign language and visual cues, to help children with SEND to communicate their choices.
• Staff build positive relationships with parents and carers. Parents say that their children feel safe and happy at the nursery. They explain that staff show a genuine commitment to supporting their children to do well in their learning. Parents appreciate the detailed feedback that they receive about their children's progress. They value the expertise and advice that staff provide for issues such as supporting children's toileting needs and eating preferences.
• The provider spends plenty of time in each of the rooms, directly observing staff practice and ensuring that staff are deployed appropriately to meet children's needs. Staff, including those who are less experienced, appreciate the guidance and coaching they receive. They welcome opportunities to take on specific responsibilities and training to enhance their knowledge. Staff talk positively about their work with the children and show strong morals in their roles.

What the setting must and should do next

The provider should:

• support staff to adapt and reshape daily routines to increase the potential for children to extend their knowledge and skills to the highest possible level.