Little Hands Nursery School - Newton

What is it like to attend this early years setting?

Children are motivated to learn and they are happy in their play. They seek out opportunities to experiment and learn about the world. Children are independent at snack times. They cut up their fruit and pour their own drinks. Children independently use the toilet and wash their hands. Practitioners are supportive and attentive to children's care needs. Children behave appropriately and learn to express their feelings.

Children watch with anticipation as practitioners pour water from a height. They observe closely and smile as it trickles into the tray. Children talk about sharks and whales, pointing out their features. They say that 'whales have big noses'. They identify an octopus and acknowledge that it has 'lots of tentacles.' Children learn about their local community and enjoy exploring and collecting sticks from the woods.

Children play tennis in the garden. Practitioners throw the ball and praise children as they use a racket to hit it. Children practise their gross motor skills riding bicycles, following the bumpy path. They line up coloured cones, making patterns and counting them. Children use different containers and spoons to transfer sand. They engage in role play, making a sand cake and putting 'a cherry on the top'.

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

• The curriculum offers children opportunities to learn through play. Practitioners follow children's interests. Childen link stories to learning as they plant and grow beans to create their own beanstalks. They take part in focused activities, such as woodwork, and learn how to use tools safely. Children engage in singing activities and make choices of what rhymes to sing. They take turns and wait patiently. Children are encouraged to use good manners and show courtesy.
• Children inspire their own learning. They are keen to try new things and seek out these experiences to 'have a go'. For example, children use boxes and wrapping paper to make presents. They use scissors confidently and enjoy sticking on the tape. This positive learning is evident in some areas of practice. However, at times, practitioners do not always use spontaneous opportunities to enhance children's learning further.
• Practitioners are caring and nurturing. They are committed to supporting children and work closely as a team. The manager effectively supports practitioners' well-being. The regular supervisions give staff a voice. The manager supports practitioners' ongoing training and professional development. Practitioners agree that the management team is strong and they all work well together. Managers and practitioners are encouraged to reflect on their practice and make adaptions where needed. Practitioners take an active role in planning and assessment. Key persons work hard to meet all the children's individual needs.
• Children are well prepared for the next stage of their education. They have opportunities to explore numbers and early literacy in a fun and relaxed way. Children can access mark-making tools and use writing as part of their play. They paint self-portraits and learn about the features of their face. Displays celebrate the achievements of all the children. The number advent calendar is a popular working display, where children open a new storybook every day in December. Children join in with repeated refrains in books and use puppets as fun props.
• Partnerships with parents are strong. They feel communication is good and that they are kept well informed of their children's progress. The nursery embraces all families and key persons develop good relationships with them. Parents feel their children are happy and safe. The nursery offers a home library and children regularly take books home in a book bag, to mirror the experiences of school. Children speak a diverse range of languages and this is well supported by practitioners. Parents are invited in to share their different cultural experiences with the children. This helps to enhance all children's learning experiences.

What the setting must and should do next

The provider should:

• build on the good levels of teaching to extend learning opportunities, to enable children to reach their full potential.