Little Grasshoppers

What is it like to attend this early years setting?

Children enter the nursery and are eager to start their day. They learn about feelings in a fun, exciting way through dance and movement. Staff are attentive to children's needs and show care towards all the children within the setting. Children take great delight in participating in the sensory and creative opportunities presented to them. The youngest babies explore flour, developing their mark making as they use their fingers to make marks. Older children plant herbs and smell the different types of plants in the sensory garden.

Staff give children lots of praise and encouragement, which helps children to foster positive attitudes and develop their self-esteem. Children mirror this in their own play. Children are familiar with the routines and expectations. They are well behaved and learn to take turns and share.

Children spend a lot of time outdoors and benefit from fresh air and exercise. Older children move freely between the indoors and outdoors to make choices about where they wish to play. Children carefully balance as they navigate a structure of crates and planks in the garden. Staff reassure them saying, 'You can do it.' Children confidently persevere and smile proudly at their achievements.

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

• The experienced manager has a clear vision for the nursery and values an approach that goes above and beyond for the families that attend the setting. The supportive staff team are keen to create a happy, inviting and nurturing environment, where outcomes for children are at the heart of everything they do. Staff plan a variety of engaging activities that focus on children's interests and their next steps in learning. They ask families to share favourite books and experiences, so learning can be continued at nursery. This personalises learning for children and extends their knowledge.
• The special educational needs coordinator works well with parents and other professionals to create individual learning plans for children. She is exceptionally knowledgeable and passionate about adding to her existing knowledge of how to support children with additional needs. All children make very good progress and are well prepared for their future learning.
• Staff understand the importance of adults being good role models in communication. They speak, sing and read to children throughout the day. Staff consider children's differing needs and adapt language to support this. They comment and encourage children to talk throughout the day. For example, children talk about what they have done at the weekend while having snack. Children are confident talkers.
• Children's emotional well-being is well supported throughout the rooms within the nursery. Their existing key person moves between rooms to ensure that children feel safe and become familiar with routines when transitioning between rooms. Children are secure and confident, which impacts positively on their learning.
• Parents are provided with detailed verbal feedback about their children's day. Staff share regular information with parents, including the books they are currently focusing on in nursery. Children's progress is regularly discussed with parents, and they are involved in their children's learning and experiences. For example, parents are invited to an art exhibition where children's work is displayed. This helps to give talking points for parents with their children.
• Good consideration is given by managers to supporting staff's well-being and managing their workloads. The leader recognises when staff may need some extra support and ensures they receive this. Staff enjoy working at the nursery and feel they are well supported. Therefore, staff work consistently as a team to support children's development.
• Generally, staff prepare children well for school and their future learning. Children follow simple instructions and respond positively to change in the routine, for example tidy up time. Yet occasionally, some staff are too quick to complete tasks, such as pouring cereal and drinks. This prevents children from extending their independence and building on skills, which will support them for future learning.

What the setting must and should do next

The provider should:

• review ways to further promote children's independence skills, to carry out self-care tasks and prepare them for future learning.