Little Feet of Ebbsfleet

What is it like to attend this early years setting?

Children show that they are happy and secure at this friendly nursery. Staff greet children positively and support them to explore the learning environments that they have created for them. Children's interests and backgrounds are taken into consideration as staff prepare inviting activities. For example, dolls and other resources are provided for children who have recently welcomed baby siblings into the family. The environment is carefully arranged to supply children with vast choices. Children smile as they make independent choices in their play.

Children have lots of opportunities to explore nature within the setting and take part in activities that they might not otherwise experience. For example, they grow their own potatoes in raised flower beds and provide seed for small birds for all to observe and enjoy. Staff guide children to be curious and positive learners. They celebrate children's achievements, and children know they are valued.

Staff communicate the rules effectively, such as using making sure that children finish chewing their food, before getting up from the snack table. They encourage children to take turns and share with their friends. Children understand the need to take care of their friends and to keep themselves and others safe.

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

• Managers and staff get to know the families well. They build relationships with children and find out about their lives before they join the setting. This helps to establish exactly what the needs of each child are and helps them to settle quickly. Key persons ensure that they meet all children's individual needs successfully and staff talk enthusiastically about their progress and achievements. Information is shared with other settings that children move on to, such as making the transition to school. This helps to provide a consistency of care and support, to children to ensure they make the best possible progress.
• Staff interact well with children during their child-led play. They model the correct use of language and join in with role play. For example, children are invited to make pretend minibeast cakes. Staff help them to roll the rolling pin and add 'squishy worms' to their creations. Children giggle as staff promote new vocabulary to extend children's communication and language skills.
• Staff provide many opportunities for children to be ready for their next stage of learning. For example, older children are competent in managing responsibility for their own belongings and skills in preparation for school. However, at times children do not have access to activities that stretch and challenge their learning. For example, they have limited opportunities within independent play activities, to develop early literacy and mathematics skills.
• Children have access to a wide range of interesting resources to help them develop skills that are appropriate to their age and stage of development. They learn about a variety of cultures and diversity in the wider world. For example, staff provide curious objects in the home corner, that prompt discussion and exploration. In this area of the learning environment, children can use books to find out more about celebrations in other countries. However, there are less opportunities for staff to build on children's interests, by exploring facts in books.
• Staff form very close relationships with parents. They make them aware of their children's progress and ways to continue their learning at home. Staff work with parents and other agencies to provide support and agree how they can help children further, especially children with special educational needs and/disabilities (SEND) and those with identified gaps in their speech development.
• Leaders and managers reflect on the curriculum and consider how the learning environment can be best used to get the best progress for children's development. Managers support staff with individual training and guidance to help staff enhance their practice. Staff state that they feel supported by the management team, to effectively complete their roles.

What the setting must and should do next

The provider should:

• strengthen the curriculum to extend older children's early mathematics and literacy skills
• further enhance the support for children to develop a love of books