Little Fellows Day Nursery

What is it like to attend this early years setting?

Children arrive at this caring and nurturing nursery. They engage in activities staff carefully plan based on their interests and next steps in learning. During daily outings, children show curiosity and interest in the world around them. For example, while children walk to the library shed they learn about the wider community and environment. Children benefit from staff's high expectations and clear and effective questioning skills that help to extend their thinking and understanding. Children remember the last time they did this walk and staff help them notice the changes they might see. For example, a blossom tree that is now fully in bloom helps children learn about the changing seasons. Once at the library shed, children of mixed ages negotiate the space as they happily choose books together. They are learning to be considerate of each other, to share the books and they count how many they can have today.

Children feel safe and secure, both in the nursery and on outings. They behave really well and understand what is expected of them. They receive clear direction and positive acknowledgements from staff. Children learn new vocabulary as they play and explore. They communicate easily with each other and staff. Older children role play as doctors with their friends. They have a good understanding of how to use language and imagination as they play.

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

• Since the last inspection, leaders and the new manager have worked closely with staff and the local authority adviser to make rapid improvements. They have enhanced practice to meet the actions arising from the previous inspection.
• Staff say their managers fully support them. They review staff progress with an emphasis on staff's well-being and professional development. The team work well together. They communicate effectively with each other and continue to make positive changes to the nursery. Managers are proactive to ensure there are regular opportunities to meet and reflect on practice as a team.
• Parents speak highly of the managers and staff. They say that staff keep them updated with their children's progress, and their children are happy and enjoy coming to nursery. Parents particularly appreciate the support they receive. They feel included and say that staff genuinely care about them and their children.
• Staff plan the environment, so that children can freely choose activities. Children make good progress in their learning. They experience a range of learning opportunities, including time to be creative, construct and enjoy role play. They are motivated learners who are confident to express their ideas.
• Staff plan daily outings because the nursery does not have an outdoor space. Children know the routine and quickly get ready to go out. They behave very well, hold hands and follow staff directions. Children enjoy the regular time spent outdoors, including visits to local parks. However, staff do not consistently provide children with opportunities to explore with all of their senses within the setting.
• Leaders have worked hard to establish changes to planning and communication. Staff work closely with other professionals to prepare children, including those with special educational needs and/or disabilities, for the next stage in learning. This includes successful support when children need extra help to develop, for example with their communication and language skills.
• Leaders show commitment to improving the curriculum to ensure children gain the experiences they need to achieve well. Staff have a good understanding of how to promote children's learning. Overall, they interact well with children, supporting their learning effectively. Occasionally, staff do not follow children's lead in their play. At these times, they do not fully enhance children's self-chosen play, to help build on and extend their learning.
• Children are learning about differences and similarities between themselves and others. Staff ensure the setting is fully inclusive and that they fully embrace children's home languages. Staff are good role models and help children learn to respect each other.
• Staff have fully considered the organisation of transition times, including lunchtime, to enhance this valuable experience for all children. At mealtimes, children and staff sit together in a sociable group as they enjoy the nutritious food offered. Children's individual water cups are readily available, and they are regularly reminded to drink, so that they remain hydrated. This approach supports children's health, well-being and social skills.

What the setting must and should do next

The provider should:

• support staff to develop effective interactions with children, to help them extend children's learning to the highest level
• enhance further the availability of natural resources to provide more challenge and sensory interest for children.