Little Foxes (Newton)

What is it like to attend this early years setting?

Children thrive in this warm and welcoming setting. They continuously demonstrate that they are happy and secure as they smile broadly and engage with the inspector, despite visitors to the setting being a novelty. This is because staff have focused their recent teaching on supporting babies' and toddlers' social interactions and their confidence to be around others. Children develop close attachments with their key person. Flexible settling-in sessions, where staff gather detailed and precise information, assist children to quickly become accustomed to nursery life.

Staff recognise the impact that the COVID-19 pandemic has had on the children that attend. Staff are acutely aware that children have not had the opportunity to socialise with others and develop their confidence when interacting with others. Consequently, staff have focused intently on sharing, turn-taking, and engaging with others in larger groups. This has helped children to become secure and resilient, and, as a result, children are able to cope with new situations and experiences.

Staff have high expectations of children, who behave well for their young age. Children are beginning to understand what is expected of them because staff are clear and consistent in their approach. For example, staff have implemented the same five golden rules throughout the nursery, such as 'sharing is caring'. This supports children to learn right from wrong. They are able to follow instructions and understand the rules of the nursery.

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

• Overall, staff support children's communication and language skills. For example, staff narrate children's play, which helps to give meaning to what they are doing. Furthermore, staff successfully use labelling and repetition along with descriptive language. This means that children are able to hear a wide range of vocabulary. However, staff do not always recognise the potential impact that the use of dummies, other than when comfort is required, can have on children's emerging language development.
• Children enjoy a wide range of experiences that support their learning and development. For example, children delight in noticing how the texture of sand and flour change when water is added. Babies thoroughly enjoy exploring an array of natural objects and materials to help them to develop their senses. However, occasionally, children are not able to access some opportunities. This is because some staff in the older baby room do not always replenish the resources required. Occasionally, they do not recognise when resources, such as story books, are being mishandled or that activities are not attractively presented. This impacts on children's engagement and the learning opportunities provided.
• Staff are skilled at introducing early mathematics to children's play. For example, as toddlers build towers, staff model counting. They effortlessly use language such as 'more' and 'less', and introduce concepts such as 'taller' and 'shorter'.
• Children's physical and emotional well-being are given good consideration. Children are encouraged to participate in yoga sessions to strengthen their muscles and help them to gain control as they move their bodies. Furthermore, children participate in mindfulness sessions. These activities help young children to manage their feelings and emotions, and prepare them well for their learning.
• Partnerships with parents continue to be a strength of the nursery. Leaders have implemented a variety of communication strategies to ensure that parents are kept up to date about their child's progress and experiences while at nursery. Parents do not currently have access to the setting, given the COVID-19 arrangements. However, they share how they still feel very much part of this warm and welcoming nursery. They appreciate the discussions that staff have at the door and the online application that provides detailed information about their child's care routines.
• The newly appointed manager has a clear vision for the nursery. She receives a wealth of support from the area manager and directors, who are all passionate and committed in their determination to provide high-quality care and education. Leadership activities include frequent staff meetings, a wealth of training opportunities, and detailed supervision sessions and observations of practice. This impacts positively on the well-being of staff, who comment that they feel extremely well supported and equipped to carry out their roles and responsibilities.

What the setting must and should do next

The provider should:

• support staff to understand how to effectively develop children's communication and language skills
• review how staff organise activities and experiences to ensure that all children are able to benefit from the learning opportunities that they provide.