Little Fingers Day Nursery

What is it like to attend this early years setting?

The staff are passionate and kind in their approach to caring for children. They show genuine compassion through their interactions. For example, staff offer children cuddles and affection when they become upset. Children respond positively to staff's reassurance. They demonstrate that they feel safe and secure in the relaxed environment at the nursery. Children quickly settle into their routines and engage well in their play and learning.

Children develop positive attitudes to their learning across the nursery. The atmosphere is very calm as children engage in their learning through play. For instance, children are curious and concentrate well as they make leaf rubbings and explore new textures and patterns. Staff give children lots of time to develop new skills as they patiently support them. They offer children lots of praise, as children take pride in their achievements.

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). For example, staff check children's progress across the seven areas of learning and development. This enables them to highlight any gaps in learning quickly, as staff focus their support on these areas of children's development well. This ensures that all children make continuous progress from their starting points.

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

• Leaders design and implement an exciting curriculum that supports all children's development, including children with SEND. For example, children throughout the nursery took part in a project where they hatched their own chicks. They learned new language, such as 'incubators' and 'hatching', as they watched the daily changes that took place. Children show excitement to share their learning with their families about the chicks as they grow. Children's knowledge is successfully embedded across the seven areas of the early years foundation stage. This ensures that they are more than ready for their next stage of learning.
• Leaders and staff have created an environment that supports their curriculum effectively. Children's current interests are included well when planning areas of the nursery. For instance, throughout the gardens, staff create reading dens. Children share their ideas about how they would like them to be decorated. They thoroughly enjoy using the spaces as they independently choose books and read together with their friends. The available resources help to promote a focus on learning and successfully encourage a love of reading.
• Leaders and staff have high expectations for children's behaviour. Children behave very well across the nursery. For example, during free play in the garden, a child became upset. Their peers showed genuine care and concern for their friend and quickly offered to help staff to settle the child. The environment is calm and relaxed as children learn to manage their feelings and behaviour well. Relationships among children and staff reflect a positive and respectful culture that impacts positively on children's personal social and emotional development.
• Staff support children well to become increasingly independent with their self-care routines. For instance, children help staff to set the tables at mealtimes. They independently pour their own drinks and use cutlery to eat their meals. This helps to promote children's confidence, resilience and self-esteem.
• Staff organise routines that meet children's care needs well, overall. However, there are occasions during the day when staff do not fully consider the differing needs of children, particularly at sleep times. For instance, some areas are not organised well enough to help to support children who want to rest and those who wish to continue their play. At times, this hinders children's ability to follow their own interests freely and continue their play.
• Leaders talk passionately about the care and education that they provide and are proud of the dedicated staff team. For instance, leaders ensure that staff receive continuous professional development opportunities and targeted training, such as speech and language. This has a positive impact on the quality of teaching that takes place throughout the nursery and the outcomes for children. Leaders have a clear and ambitious vision that is understood and shared by the whole staff team.

What the setting must and should do next

The provider should:

• review and improve daily routines to further consider children's individual care needs, especially around sleep.