Little Gemz ltd

What is it like to attend this early years setting?

Babies develop a keen interest in books and enjoy having stories read to them. They readily request to look at their favourite book and enjoy using the puppets that link to the story. Babies and children understand that they should approach or make eye contact with their key person if they require reassurance and security. Staff willingly give a warm cuddle and speak softly when offering support and comfort. This shows that even new children quickly build strong bonds with staff. Children play well together in small groups. They share the resources to have a tea party, pretending to make tea for each other. They also work as a pair to move equipment they want in the playhouse in the garden.

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

• The provider has a thorough understanding of her roles and responsibilities in leading and managing the setting. She works closely with her manager, who spends most of her time working directly with children and supporting staff. The provider and manager are effective in liaising with staff, ensuring that all views are considered, which boosts morale.
• The provider is constantly reviewing and evaluating the nursery to make targeted improvements to meet children's current developmental and learning needs. They seek and welcome support from other professionals to explore differing approaches and strategies. For instance, they are trialling other ways to build children's skills, such as making mealtimes a social event and learning experience.
• Children who need extra help to settle or manage their feelings and behaviours receive the care and support they need from staff. However, sometimes, this means that other children do not have as many interactions with staff as possible. This does not always enable children to make even greater developmental progress.
• Babies initiate a game of peekaboo, hiding their faces with a piece of fabric and giggling with delight as they show their faces to the member of staff. Activities such as these support early communication and speaking skills.
• Children learn about the world in which they live and celebrate the backgrounds of their families and others. They bring in photographs of those people important to them and display these on the family tree. Children recognise other children on the tree and talk with staff about them.
• Parents speak positively about the nursery and of the daily feedback they receive about their child's day. They state that they also receive information via the nursery's online system. Here, they view photographs and observations of their children's learning. One parent commented on the clear progress their child has made in his social and speaking skills since attending.
• Staff know their key children's learning needs and styles. They share information about what children need to learn next with the staff team. However, staff do not always support changes in routines of the day with experiences ready to engage children quickly in learning. In addition, staff do not securely think through their activities to make sure that they are fully effective in enabling all children to take part.
• Children enjoy engaging in music sessions, where they sing and dance along to songs. They hop, skip and bounce, showing good physical skills. Children happily join in with the actions to their favourite songs and rhymes, such as 'If you're happy and you know it'. They demonstrate that they have learned and practised the actions.

What the setting must and should do next

The provider should:

• build on staff's ability to be able to spend equal time with all children to enhance their interactions and support learning further
• strengthen the planning of experiences for children to make sure they are effective in supporting children's individual and learning needs.