Little Foxes (Garston) Ltd

What is it like to attend this early years setting?

Children's well-being is at the heart of the nursery. They are warmly welcomed by enthusiastic and caring staff. Parents drop their children off in the reception due to COVID-19 procedures. That said, children eagerly greet the friendly staff and happily go into the nursery rooms. Children are settled and ready to learn from the minute they walk into the nursery. They quickly choose from a variety of activities or sit down to have their breakfast.

Children are confident and form good relationships with their peers and staff. Babies are nurtured in the calm atmosphere as staff support them to settle and offer them lots of reassurance. Children share books and sing songs. This develops their communication and language skills. Staff follow children's interests. For example, older children laugh with delight as they take turns to roll down the ramp in their cars.

Children spend the majority of their day in the large outdoor play area, with a range of opportunities to develop their physical skills. For example, babies can crawl in and out of the outdoor sandpit, while older children run or ride on a range of wheeled toys. Staff plan stimulating activities that ignite children's curiosity. For example, older children enjoy finding balls of frozen ice which are hidden around the nursery garden. They use their upper-body strength to smash the balls of ice on the ground.

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

• Leaders and managers have a shared vision for the nursery, which staff feel involved in. They expertly support staff well-being through many initiatives. For example, appreciative weekly quotes are written on a whiteboard to celebrate what staff do well. Newly recruited staff are supported by a 'buddy' who offers them support and mentoring. All staff feel valued and respected in their role, which has a positive impact on children.
• Staff plan activities that are based on children's interests and create curiosity. This helps children to be motivated to learn and engaged in their play. Staff know the children well and know what they want children to learn. However, this does not always precisely build on what children can do now, across the seven areas of learning. Therefore, teaching is not always focused on what children need to learn now.
• Staff share stories and consistently enhance children's communication and language skills. Children who need extra support are quickly identified. Staff work with outside agencies and share any concerns promptly. This ensures that all children receive any additional support needed to help them to make the best progress possible.
• Leaders and managers focus on children's emotional well-being. Staff consistently support children to feel safe and secure. Babies and toddlers practise baby yoga and massage. Older children listen to 'The Colour Monster' story, which helps them to understand how to express their feelings. Children also benefit from the 'mindfulness' room. This gives them a space to be calm and time to relax. Therefore, children's self-esteem is promoted and valued.
• The key-person system is highly effective and staff understand the needs of the children in their care. They are extremely caring and skilfully support new babies to build strong bonds with their key person. This helps to ensure that babies feel settled and happy.
• Partnership with parents is a strength. Parents are extremely happy and feel very well informed of what their children learn. This is communicated well through daily feedback and the nursery app. Staff share information with families to support their children's learning at home. For example, guidance is shared about how to encourage children to eat healthy food and to support children to brush their teeth. Parents are consistently involved in celebrations. For example, they enjoy a Mother's Day afternoon tea with their children in the nursery garden.
• Staff have high expectations for all children. Behaviour is good and children show care and concern for others. For example, older children help to serve some younger children their pasta during lunchtime. Children are encouraged to use manners. As a result, they say 'please' and 'thank you' when appropriate.

What the setting must and should do next

The provider should:

• ensure that staff plan learning that is more precisely focused on what children can do now, to help develop their next steps across the seven areas of learning.