Little Green House Nursery

What is it like to attend this early years setting?

Cheerful staff greet children and parents warmly on arrival. Children separate confidently and settle quickly. They eagerly explore the environment and activities provided by staff. This supports their natural curiosity, growing independence and self-confidence.

Staff offer children consistently warm and responsive interactions. They sit at children's level, noticing and commenting on their play. Staff model ambitious language such as 'transporting' to extend children's vocabulary and understanding. They use children's names and respond sensitively to their needs. For example, cuddles are given to soothe and calm children who are tired or upset. Staff support children to follow good hygiene routines. For instance, they remind children to wash their hands before eating and after using the toilet. Staff further encourage independence and responsibility by involving children in daily routines. Children thoroughly enjoy sweeping the floor using child-sized brooms. This supports children's emotional security, helping them feel confident while promoting a positive sense of identity.

Staff understand that children's behaviour reflects their developmental stage. They set clear, age-appropriate expectations, such as having 'gentle hands'. Staff are positive role models and are consistent in their approach to supporting children to make positive choices. Consequently, children demonstrate good behaviour from an early age.

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

• Staff provide a wide range of engaging activities that inspire children's curiosity and support their development across all areas of learning. Children demonstrate high levels of engagement and interest, for example when manipulating dough to strengthen hand muscles in readiness for writing. However, when some children move between activities, staff do not always guide them towards purposeful play opportunities once they have completed a task. As a result, some children occasionally lose focus and miss opportunities to build on what they already know and can do.
• Staff respond to children's interests and follow their lead when planning activities. For example, during a scavenger hunt in the garden, children count and compare the conkers they have collected. They confidently share ideas and explanations, using the language of number, size and quantity with confidence and accuracy. Children are supported to deepen their early mathematical understanding.
• Staff ensure that children's personal and care needs are met well. All children benefit from freshly prepared, nutritious meals. Staff supervise mealtimes, encouraging discussions about healthy foods and making positive choices while children feed themselves using age-appropriate utensils. After eating, children wash their hands and faces with support, developing independence and self-care skills. Children who need to sleep are settled in a calm, safe environment and monitored closely by staff. Outdoor play is offered as an alternative for children who do not want to sleep. This supports children's choices, individual routines and physical development.
• Staff provide effective support for children with special educational needs and/or disabilities (SEND). They understand individual needs and work closely with parents and external professionals to plan next steps, ensuring children receive appropriate support. Additional funding is used to further support development and close gaps in learning. Tailored strategies and adapted approaches promote inclusion and continuity of learning. This enables children with SEND to fully access learning and make good progress from their starting points.
• Staff provide a diverse and inclusive curriculum that ensures children see themselves and others represented. They introduce music, celebrations and activities reflecting different cultures and children's interests. Resources and discussions include home languages, dual heritage and similarities and differences, such as comparing different styles of buildings from around the world. As a result, children develop their understanding of the wider world.
• Staff understand that very young children are still learning to share. They support them to manage emotions through gentle distraction. For older children, staff use visual tools such as emotion spoons. All children learn to recognise, understand and manage their emotions positively. This helps to prepare them well for later learning and life.
• Leaders are focused on continuous improvement. They are resolute in their desire to provide all children with the best possible care and education. Staff receive ongoing training and support, enabling them to perform their roles effectively. Parents are highly complementary of the setting, reporting high levels of satisfaction with the care, education and support provided.

What the setting must and should do next

The provider should:

• ensure that all children are consistently engaged in purposeful activities when leading their own learning, to maximise participation and learning outcomes.