Little Flowers Day Nursery

What is it like to attend this early years setting?

Children feel safe and cared for because staff consistently greet them with warmth and kindness each morning, helping them settle in and feel valued from the outset. Throughout the day, staff build trusting relationships by offering encouragement, reassurance and attentive support whenever children need it. By clearly communicating routines and expectations, and by modelling positive behaviour, staff help children understand exactly what is expected of them. Children learn how to interact with others, follow instructions and act kindly because staff consistently guide, reinforce and praise these behaviours within the nursery environment. As a result, children develop their sense of security, belonging and understanding of appropriate behaviour directly through their daily experiences at the nursery.

Staff set high expectations for children and design activities that build on their existing skills. Children actively practise their hand-eye coordination and strengthen their fine motor skills. For example, children use hammers and screwdrivers in the toy garage, working together to repair a small, wheeled toy by tightening its screws and testing its movement.

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

• Leaders and staff design and deliver an engaging curriculum that prioritises each child's developmental needs. They tailor activities to spark curiosity and support growth across all learning areas. Staff closely observe each child, identify strengths and areas to develop and adapt the curriculum so every child can participate meaningfully. When they plan, they build in opportunities for language development, mathematical thinking and social skills during daily routines and play. For example, staff set up a garage with tools and the children practise new vocabulary and basic maths skills together. Staff regularly review and refine their approach, making adjustments to maximise each child's progress and to keep the curriculum relevant and inspiring.
• Leaders demonstrate a strong commitment to creating a welcoming, nurturing and high-quality learning environment. They actively support staff in their roles and often offer informal conversations and one-to-one meetings to discuss professional development. Staff express genuine enjoyment in working at the nursery, placing children at the centre of all they do. This dedication appears throughout the nursery, where staff show happiness and children display curiosity and eagerness to learn and develop new skills.
• Children have good opportunities to learn about different cultures and backgrounds. Staff arrange a variety of celebrations and events to help children to understand about their similarities and differences. Staff support children well to develop respectful attitudes about other people's lives that are different to their own.
• Staff actively model respectful interactions and set clear expectations for behaviour, consistently guiding children with positive reinforcement and encouragement. They create a warm, inclusive environment by listening attentively to each child, celebrating individual achievements and recognising effort and perseverance. By fostering open communication and showing genuine care, staff help children feel valued and secure. As a result, children mirror these positive behaviours, demonstrating kindness, respect for others and enthusiasm for learning, because staff lead by example and nurture a culture of mutual respect and curiosity.
• Staff plan regular group sessions for children to take part in. However, these sessions do not always successfully engage all children and are not effectively planned to meet their needs. At times, some children lose interest or become distracted. This occasionally leads to reduced inclusivity and less effective learning experiences for the group.
• Leaders and managers actively reflect on the curriculum intent and evaluate the quality of the provision. They adapt the environment to meet children's learning needs, such as enhancing the outside area with a herb garden. The leadership team gathers feedback from parents, staff and children about the setting, and they use this input effectively to implement improvements and enrich outcomes for children.

What the setting must and should do next

The provider should:

• strengthen the planning of group sessions to more fully consider the needs of all children taking part.