Little Hearts Nursery

What is it like to attend this early years setting?

Children in this nursery are happy, curious learners. The staff, knowledgeable about early years education, have developed a good curriculum and prepare children for their next learning stage. In a science activity, staff help pre-school children recall prior learning, exploring things that move or do not move. Well-linked activities help children develop secure knowledge. For example, children enjoy listening to staff read the story of 'The Three Little Pigs'. Later, staff encourage children to wonder what items will move when blown, such as a stone and a feather. This helps children to understand weight, build their vocabulary and learn new words such as 'lighter' and 'heavier'. They reflect on the story, such as which things were heavy or light and if they were blown over by the wolf.

Staff build strong bonds with children and their families, recognising the positive impact these have on children's learning. Children feel secure and safe, enjoying cuddles with staff. They make good progress in their development. While playing with a train track, younger children develop social skills by sharing toys with friends. Children of all ages enjoy improving their balance and coordination during dance sessions.

The nursery places a strong emphasis on developing children's knowledge of and pride in their local community. On trips to the local supermarket, staff support children in buying items and enjoying a snack. Children develop social skills by meeting shop workers. Through regular visits to a nearby intergenerational project, children build intergenerational relationships, further developing their social skills, knowledge of the local community and their confidence.

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

• Staff guide children to develop confidence in mathematics in their daily routine. They help pre-school children build their numeracy skills by counting and clapping their ages. Staff support children to draw houses using shape stencils and learn shape names, such as 'triangle' and 'rectangle'. In small groups, staff help older children develop their subitising skills. Pre-school children develop their confidence in recognising and writing the number four.
• There is a focus on language and communication. Staff speak clearly and use a wide range of words to build children's vocabulary. During snack times, staff engage with younger children, asking them what colour bowl they would like to eat from and discussing the colours of the fruit. Children who learn English as an additional language are guided to communicate in English and their home language. Staff name some fruits in other languages, such as apple in Romanian. Children of all ages enjoy singing well-known songs in other languages. However, during interactions, many staff tend to make short comments or ask closed questions that only require one-word responses, which does not support and encourage children to explore their ideas and interests further.
• Behaviour is good. Children of all ages listen well and participate eagerly in group activities. Staff teach them good manners, such as saying 'please' or 'pardon me' at the right times. Children share and take turns, waiting to climb the slide. They are encouraged to develop their personal care skills, such as learning to cough into their arm to avoid spreading germs. Older children confidently remove their coats and hang them up on their own. Staff support children to explore and express their emotions. In a small group, children explain how they are feeling today and why. They smile and say they are 'happy, happy, happy and excited', and staff positively respond, 'wonderful, three happys'.
• Staff foster a love of reading and books to guide children to further understand their own experiences and learn new things. A lending library extends this into children's homes. At set times, staff read books to children in groups divided by age. Groups of older children listen well and develop their knowledge and understanding. Younger children sing songs and then listen to staff read a book. However, younger children try to distract others and talk at the same time as the staff member reading the stories. Children who do not stay for lunch leave in the middle of the story session. As a result, younger children do not develop their listening and attention as much as possible.
• Parents give positive feedback. They say children are making good progress in their learning and development. Communication is effective, and parents feel informed about their child's development. Staff regularly celebrate children's progress with families.

What the setting must and should do next

The provider should:

• enhance staff interactions to support and encourage children to explore their ideas and interests even further
• develop group story times to support younger children's listening and attention further.