Little Gems Day Nursery

What is it like to attend this early years setting?

Children are lovingly greeted by friendly staff that are genuinely happy to see them. The reassuring and caring nature of staff gives children confidence to immerse themselves fully into the well-planned and stimulating activities that are on offer. Children demonstrate positive behaviours as they share resources and become deeply engrossed in their play. For instance, staff guide children as they use ladles to skilfully scoop different coloured lids out of a bowl of water. They colour-sort these by placing them into the correct coloured pots and count how many are in a set. Staff are generous with the praise they give children, which gives them a sense of pride in their achievements as they succeed. Children gain good hand-eye coordination and develop their mathematical awareness.

Leaders and staff have created a harmonious and respectful environment. Children are friendly and show empathy towards one another. For example, children alert staff if they notice their friends may need some help and support. Staff help children realise the impact their positive behaviours have on others by talking to them about their thoughtfulness and kindness. In addition, staff promote children's emotional security and form trusting bonds with the youngest children by giving them reassurance and comfort. All children's personal, social and emotional development are supported well.

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

• The dedicated leadership and management team are reflective and seek continual improvement for staff, children and their families. Staff report high levels of well-being and share how recent training, such as behaviour management and Makaton, has improved their practice. They receive effective support through robust inductions and regular supervision sessions. Leaders value each staff member's expertise and help them to develop and grow within the company.
• Leaders and staff have created a clear and ambitious curriculum. This reflects the current needs and abilities of all children and supports them as they transition through the rooms. The effective key-person arrangements mean that all children receive personalised support and care. Staff know children well and understand what they need to develop. They use their detailed assessments to monitor children's learning and share their findings with parents. Children are developing good foundations to prepare them for future success.
• The arrangements in place to support children with special educational needs and/or disabilities (SEND) are successful. Leaders and staff have high expectations to ensure all children reach their full potential. They work closely with parents and other professionals to provide consistent and joined-up support. Staff create plans that focus intently on the targeted learning that is needed. Children are well supported to make the progress that they are capable of.
• Staff carefully plan learning opportunities for children to develop their skills through their interests. Children self-select resources and confidently join in with activities that have been thoughtfully organised by staff. However, there are some inconsistencies to teaching during activities and aspects of the routine. For instance, some staff do not always identify opportunities to extend children's learning further by offering additional knowledge and guidance. Despite this, children are developing well and have good attitudes to learning.
• Staff successfully promote children's independence skills. For instance, staff encourage children to wash their hands before meals, after using the toilet and when they have covered their mouth after coughing. Children are learning how to keep themselves and their friends healthy.
• Children delight in being in the outdoor environment. They have a sense of freedom as they move around with pleasure and negotiate their space. They gain good physical skills as they crouch, bend and run around. Staff ensure the environment is safe for children to play and explore. They carry out daily risk assessments and help children to identify risks for themselves. In addition, staff are consistent when reinforcing rules and boundaries. For example, they ensure that all children riding bikes wear helmets. They talk to children about why this is important. Children learn good foundations to keep themselves safe and demonstrate positive behaviours.
• Partnerships with parents are effective and valued by leaders and staff. Staff share information about children's learning, activities and care routines. Parents say that their children are making strides in their learning and receive high levels of care.

What the setting must and should do next

The provider should:

• challenge all children more consistently during routines and activities to develop their existing skills further.