Little Grange Nursery

What is it like to attend this early years setting?

Leaders place a strong emphasis on supporting children's emotional well-being. They recognise children's unique strengths and create environments, where all children feel a strong sense of belonging. Children benefit immensely from the wide range of daily outdoor activities provided both on site and in the forest school area of the main school. They relish opportunities to become involved in on-site gardening activities and visit the wildlife garden to spot tadpoles in the pond. Staff use these opportunities well to support children's developing awareness of safety and to build resilience.

Inclusion is at the centre of Little Grange Nursery. Leaders and staff are ambitious for all children, including those with special educational needs and/or disabilities (SEND). The curriculum is well sequenced, inclusive and designed to ignite curiosity in every child. Staff provide a rich balance of experiences that are meaningful and engaging. Children learn a wide range of skills in readiness for the next stage in their education.

Staff model respectful interactions, which helps children develop empathy and understanding of difference. They set clear boundaries and children respond well to the calm and consistent approach. Staff teach children how to keep themselves safe, for example, by modelling safe use of equipment and encouraging turn-taking. Children demonstrate positive attitudes to learning and behave well. They engage enthusiastically in all activities and show curiosity about the world around them.

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

• Dedicated leaders demonstrate a clear vision for the nursery. Their commitment to inclusion is commendable. Leaders ensure strong support for staff development. Staff access a wide range of engaging and relevant training, including recognised early years qualifications and training for specialist roles. This helps staff to continually improve their knowledge and skills.
• Leaders and managers at all levels have effective oversight of practice. They have designed a broad and balanced curriculum that covers all areas of learning successfully. However, assessment is not always used with precision to build on what children need to learn next. Some activities do not help children make effective links with what they know or need to learn next. This does not deter children's enthusiasm. They join in readily and enjoy the activities.
• Staff support younger children well as they settle into nursery life. They build warm, trusting relationships and create predictable routines that help children feel secure. However, routines are not always implemented consistently. At times, this leads to children being less certain about what is expected of them or how they can contribute to the group rules.
• Staff place a strong focus on developing children's communication and language skills. They engage children in meaningful conversations, model new vocabulary and give children time to think and respond. Songs, and stories are used well to promote listening and attention.
• Staff support older children to develop their early mathematical understanding through exciting hands-on activities. For example, during a practical activity children weighed different types of fruits on the scales. As they compared weights, staff encouraged them to describe their observations using appropriate mathematical language, such as heavy or light. This supported children's numeracy skills well.
• Healthy lifestyles are promoted well. Yoga sessions provide opportunities for children to practise self-regulation, build resilience and develop an awareness of how to look after both their bodies and minds. Children listen attentively and follow instructions carefully as they practise and complete the poses. This contributes very successfully to developing children's physical coordination.
• Leaders ensure a strong focus on promoting children's good health and safety, particularly at mealtimes. Children enjoy balanced and nutritious meals that are reflective of their dietary requirements. Staff provide sensitive support for children who are learning to develop their confidence when using cutlery or pouring from jugs. Mealtimes are calm and well supervised, giving children opportunities to develop good social skills while learning about healthy eating. Children happily tuck into nutritious meals and many ask for seconds.
• Partnerships with parents are strong and highly valued. Staff work closely with families, celebrating children's achievements and sharing ongoing progress in meaningful ways. Parents are actively involved in their child's learning, contributing ideas, interests and experiences from home. The strong collaboration ensures that children receive consistent support for their learning and well-being.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to contribute to the daily routines so that children clearly understand expectations and know how to contribute to the group rules
• refine how staff use what they know about children's learning to introduce the right information at the right time, so that children are consistently challenged.