Little Gems Day Nursery

What is it like to attend this early years setting?

Children receive a warm welcome on arrival at the setting and keenly follow routines. They confidently leave their parents and self-register before independently selecting toys to play with. Children are happy and enjoy their time at nursery. Staff know the children well and meet their individual needs. Staff are observant and babies are given lots of reassurance and cuddles from caring and attentive staff. Children readily access plenty of engaging learning activities. For example, children use dough and paint to make dinosaur footprints and then compare the different sizes and shapes. Children behave well. Staff consistently communicate and model high expectations for behaviour. Children emulate them and treat each other and the resources with respect and care.

Children enjoy plenty of physical activities in the outdoor play spaces. They explore their body movements during football sessions. Children also benefit from regular music sessions where they can explore different musical instruments. Younger children enjoy lots of free exploration, physical play and mark making. Staff work well to engage parents in nursery life. For example, parents are invited to workshops, stay-and-play sessions and on day trips. Parents are keen to contribute, making food and sharing stories on cultural days. Parents report that they are very happy with the care their children receive.

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

• The management team is experienced and well established. They encourage the staff to reflect on their practice and regularly evaluate the setting. The staff team work together to make rapid changes and drive improvements. Staff are valued and their emotional well-being is supported well by the managers. The managers provide incentives, such as staff breakfasts and outings. Furthermore, the managers have taken steps to reduce the amount of paperwork staff have to complete, giving them more time to spend directly with the children.
• Children have a variety of experiences to support their literacy skills. For example, staff provide cosy and inviting reading areas where children enjoy listening to stories and looking at books independently. This helps children to prepare for their future learning in readiness for school.
• Staff support children's communication and language skills very well. They teach children new words to help build on their developing speech and vocabulary. For example, children are learning the names of different dinosaurs. Children are confident communicators.
• Outside children have wide-ranging opportunities to develop their physical and social skills. For example, they skilfully negotiate the space as they steer bicycles and take turns using the balancing beam. However, while staff provide good learning experiences outdoors, they do not consistently plan opportunities to extend children's interest in nature.
• The curriculum is clear and overarching topics are tailored to each age group. The environment is bright and inviting and children have access to a wide range of resources. However, younger children would benefit from more opportunities to support their real-life imaginative play.
• Children learn about emotions and are building increasing levels of self-control. Staff help children to resolve any minor conflicts as they play. For example, staff help children to consider how they each feel when they find it tricky to share toys and resources. Staff successfully help children to find solutions and play cooperatively together.
• Staff, including the special educational needs coordinator, support children with special educational needs and/or disabilities well. They promptly complete early assessments and referrals for children. Staff work effectively with external agencies to ensure that the children make the best possible progress.
• Parents are very happy with the setting. They say that their children settle well and that relationships are good. Parents talk to their child's key worker about their children's likes and dislikes and, together, next steps are agreed. Communication is regular, and parents are kept up to date with their child's progress through the online system. Parents are given suggestions as to how they can support their children at home and are invited to contribute to their child's learning journey.

What the setting must and should do next

The provider should:

• extend the range of opportunities for children to further explore and investigate their interest in nature and enhance their understanding of the natural world
• continue to enhance opportunities for young children to engage in real-life imaginative play experiences.