Little Gems Daycare Ltd

What is it like to attend this early years setting?

Children settle as soon as they arrive at the nursery and are eager to engage in the activities. Although there have been staff changes, there is now a consistent, happy team, who share the manager's high ambitions for children. Staff provide good support for children to want to have a go at new skills. For example, they support older children well in using scissors. Children become confident communicators. Staff recast words, so that children hear correct pronunciations and add new vocabulary. For example, older children explain what a vet does, and staff provide good support for them to understand about the role of a receptionist. Babies hear descriptive words and staff use words with actions to help their understanding. Children gain good resilience as they persevere and are determined to achieve. For example, older children set about releasing toy-sea creatures from ice. They keep going, showing excitement each time another is free. In addition, they describe how the ice was made in a freezer and the sun is helping it to melt. Children have fun and enjoy their learning.

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

• The new manager has already had a positive impact on the quality of the provision. Most staff are new to the setting since the last inspection. The manager has focused on spending time in all the rooms to observe and provide feedback on the quality of teaching. She recognises the importance of staff well-being. Staff confirm that they receive regular mentoring and supervision. They have good opportunities for further training and to meet as a team and discuss what has gone well and where they can still improve.
• The manager and staff now have a clear curriculum, based on children's interests and their next stages of learning. Staff know the children well and plan effectively to ensure all children make good progress. However, on occasion, they do not use opportunities, as they arise, to follow children's ideas and extend their learning through their fascinations. For example, children explore paint with toy cars but are unable to continue their idea of handprints.
• Children become increasingly independent according to their age and abilities. For example, babies hold their beaker and feed themselves. Toddlers use pump soap to wash their hands and soon manage their own shoes. Older children serve their snacks and meals, pour drinks, and use scissors with control. However, sometimes staff are quick to solve problems for toddlers, rather than supporting them to manage for themselves.
• The manager intends for staff to focus on embedding children's prime areas of development, and they do this successfully. For example, babies are supported in learning to cruise around furniture and reach for items they want. Staff introduce new vocabulary to toddlers and help them form strong friendships. Pre-school children engage in good discussions, concentrate well, and listen intently to stories, contributing their own ideas.
• Children behave well. Staff provide consistent support for young children to develop a positive awareness of appropriate behaviour. Staff are gentle and reassuring with babies, and successfully help older children to discuss their emotions and why they feel the way they do. Staff show the children respect and are good role models. Children develop a positive awareness of people's differences.
• Staff support children well in learning to have a healthy lifestyle. For example, children take part in activities that help them to understand the importance of oral hygiene. They know to wear hats and sun cream outside in the sunshine, and drink plenty of water to keep well. Children have daily opportunities to be active and to rest or sleep as needed.
• Partnerships with parents are a strength of the nursery. Parents confirm the positive changes in the nursery management. The manager encourages parents to have an active role in the nursery and plans events to welcome them. Parents comment on how well staff share information on their children's care and development. These strong partnerships enable staff to meet children's individual needs effectively and parents to know how to support learning at home.

What the setting must and should do next

The provider should:

• focus staff development on following children's fascinations and ideas to extend and challenge their learning even further
• help young children to consider how to solve problems for themselves.