Little Fishes

What is it like to attend this early years setting?

Staff provide a learning environment that captivates the interests of children. They plan a range of varied activities for the children to explore and enjoy. For example, children use real tools to hammer nails into wood and handle real bricks as they pretend to build a house. Children confidently describe and understand the procedures to follow to ensure they remain safe. Additionally, staff demonstrate to younger children how to fill their buckets with sand. Younger children proceed to copy and enjoy exploring and handling the sand. Children behave well and demonstrate a 'can-do' attitude. They are supported by staff to share and take their turn.

Staff frequently sing songs with the children, such as 'The Wheels on the Bus', and share stories with them. Younger children are encouraged to look at the pictures of animals and to make the associated animal sounds. They eagerly 'meow' like a cat. Older children listen well. They remember what comes next in familiar stories, answer questions and confidently recite known phrases. Staff provide opportunities for children to develop their mark-making skills. Children use large brushes, water and chalk to make marks on paving slabs. Older children concentrate as they practise writing their name and draw recognisable pictures. They confidently use language to describe their drawings and are able to read letters by saying the sounds of them.

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

• The proactive owner is continually looking at ways to make ongoing improvements to the nursery. For example, the room used by younger children has recently been refurbished and further plans are in place to revamp rooms used by the older children. The management team reflects on the provision and recognise the value of training opportunities. However, additional training needs are not yet identified to ensure all staff have the skills to consistently implement the planned curriculum and improve their teaching.
• Management and staff structure the curriculum to cover all areas of a child's development. Staff complete ongoing observations of the children to monitor their progress and well-being. This successfully supports staff to understand each child's personality, interests and learning needs. Staff demonstrate that they know the children well and join in the children's play. However, on occasions, some staff do not always use spontaneous opportunities to further enhance children's thinking. Additionally, sometimes when questions are asked, children are not given sufficient time to think and respond.
• Children demonstrate that they feel safe and secure. They form close bonds with the staff, seeking reassurance, comfort and support as required. This is further enhanced by the effective key-person system. Staff are respectful of each child's individual needs and plan for their future development.
• Staff proactively support children with special educational needs and/or disabilities. They involve parents in discussions and decision-making about their child. Staff work with other professionals, taking account of their advice, and plan specific activities to support the targets set for each individual child. This ensures all children are included and enables them to make progress and have fun alongside their peers. Furthermore, staff support children who receive early years pupil premium. For example, additional funding has been used to purchase additional resources to support the children's development.
• The cook and staff demonstrate a good understanding of children's dietary requirements, preferences, and food allergies. Staff closely supervise the children when they eat. They successfully support younger children's weaning onto solid foods, and then encourage them to use a spoon and fork to feed themselves. Older children independently serve their own food and pour their own drinks. Activities are also provided to support children to understand the importance of good dental hygiene.
• Partnerships with parents are positive. Transitions into the nursery are effective and parents regularly receive ongoing information regarding their child's development and progress. They are invited to consultation evenings and information is shared via an app. Children take home story books to share with their parents. Additionally, parents are invited to join in celebrations, such as the Christmas sing-along and Nativity play.
• Staff provide children with opportunities to explore the local community, which effectively broadens their range of experiences. Children visit the local church and purchase stamps for their letters at the post office. They learn about the roles of others during visits from the police and celebrate other cultures and traditions, for example Eid, Diwali, Christmas and Easter.

What the setting must and should do next

The provider should:

• improve the consistency of teaching so that all staff use a range of higher level interactions that encourage children to draw on their existing knowledge and experience
• identify professional development opportunities to strengthen existing knowledge and further enhance the quality of teaching.