Little Heroes Nurseries

What is it like to attend this early years setting?

Children are very happy and settled at this welcoming nursery. Staff know the children and families well. As a result, babies and children leave their parents with ease. Children form secure attachments with the caring staff. They demonstrate that they feel safe and secure in their care.

Overall, leaders and staff have developed a suitably ambitious curriculum that enables all children to make progress in their learning and development. Staff place a high priority on children's language development within their curriculum. For instance, staff babble and make sounds with babies to encourage back-and-forth interactions. They choose stories that interest children. Staff build on children's communication and language skills by using props as they retell the story of 'We're Going on a Bear Hunt'. Children enthusiastically repeat familiar phrases and predict what will happen next. This helps them to become confident communicators.

Staff are positive role models. They are sensitive and teach children the importance of being kind to each other. For example, if a minor disagreement occurs, staff are calm and softly explain to children how to take turns. This helps children to behave well.

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

• Staff help children to learn about the wider world. For instance, children learn about life cycles as they watch chicks hatch and then care for them. Staff talk with the children about the different features of the chicks as they draw pictures. This enables children to develop their understanding of the world around them and experience caring for living things.
• Mostly, staff teach the curriculum well. They plan a wealth of activities for children indoors. For example, staff introduce new concepts to older children as they learn how to measure with a ruler. Toddlers develop their knowledge of shapes as they create structures from different magnetic shapes. This supports children's early mathematics. However, sometimes, the teaching outside does not closely match the learning needs of the children taking part. This is because staff do not focus on what they want children to learn next. This means older children are not consistently challenged in their learning and younger children move between activities quickly.
• All children, including those who are disadvantaged or with special educational needs and/or disabilities (SEND), make good progress from their starting points. Leaders identify children who may need extra support. The staff team works well with parents and external agencies to ensure the best outcomes for all children.
• Overall, staff promote children's independence. However, there are inconsistencies in staff's practice. Staff are occasionally too quick to help children with their self-care skills. For instance, some children are encouraged to pour their own drinks or serve their own food at mealtimes, whereas others do not always have the opportunity to develop these skills as staff do this for them. This does not fully support children to become increasingly independent over time.
• Partnerships with parents are strong. Leaders and staff work closely with parents to ensure they understand their children's individual needs and can meet them. For instance, leaders plan information sessions for parents to support their children in their move to school. This helps to promote children's continuity of learning. Parents speak very positively about the strong communication from staff and the excellent support for their children to make good progress, particularly with their speech and language.
• Staff have high expectations of children's behaviour. They teach them the 'golden rules' in the nursery through positive praise. Older children are kind and enjoy taking turns playing matching games with their friends.
• Leaders are dedicated to giving every child the best possible nursery experience. They value their staff team members and ensure their well-being is a priority. Staff say that they are very well supported in their role. Leaders target training to support staff development. For example, staff have recently completed training on supporting children's behaviour. This helps staff to consider strategies that are age appropriate. As such, this helps children to begin to understand their emotions and develop positive relationships.

What the setting must and should do next

The provider should:

• strengthen teaching to focus more precisely on what children need to learn next, particularly when children are in the outside area
• enhance staff's understanding of how to consistently support children to develop their independence and self-help skills.