Little Jems

What is it like to attend this early years setting?

Staff provide a warm and welcoming nursery, where children excitedly arrive to start their learning and see their friends. Children start to learn from the moment they arrive. The curriculum is tailored to meet children's individual next steps of learning. During breakfast, children are taught the differences between warm and hot milk. This helps children to learn about their own safety. Children start to develop their early mathematical skills. Staff sit with children as they learn to use shape sorters. Staff talk with children as they problem-solve which way the shapes fit together. They also discuss the names of the shapes, further supporting children's emerging mathematical and language development.

Children learn the importance of sharing and taking turns. They learn to work together, threading resources onto laces. Staff praise children for their behaviour, helping to build their self-esteem and confidence. Staff teach children respect and to be patient with younger and less-able children as they play. Children work well together, with the most-able children teaching others how to build roads with the large bricks for their cars. All ages of children thoroughly enjoy music and movement time. They learn to listen to instructions. They giggle and squeal with excitement as they move in different ways, enhancing their physical development.

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

• Leaders have worked hard since the last inspection to make improvements. Staff work closely with all agencies that care for children and parents, helping to provide good continuity of care for children.
• Staff are not always adept in managing noise levels within the nursery. Children with speech delay and who speak English as an additional language sometimes struggle to hear what is happening and the questions being asked by staff.
• Staff are deployed well around the nursery and outside areas. They make sure they are close at hand to offer help and support as children play and learn.
• Adult-led activities are not always successful in meeting the learning intentions for children. Staff are more successful in meeting these intentions during child-led activities.
• Staff have a secure understanding of safeguarding and how to keep children safe. They can clearly identify signs and symptoms of when children may be at risk of harm or neglect. They also have a secure knowledge of local safeguarding concerns and who to report their concerns to. This helps to keep children safe.
• Staff keep records of all accidents and incidents that occur. They feedback to parents on any first aid that has been carried out. Any pre-existing injuries are recorded and discussed with parents to ensure that children are kept safe.
• Children are able to choose where they wish to play. Staff identify that some children learn better when outside. They ensure that all children have access to a broad range of resources, both inside and out, to accommodate their learning preferences. This enables all children to make good progress with their learning and development.
• Staff work well to support children with special educational needs and/or disabilities. They work closely with parents and other agencies to identify next steps of learning and actions to take. Staff make good use of visual timetables so children are aware of what is happening next and what to expect. This helps children to understand what is happening, preventing them from becoming overwhelmed with changes.
• Leaders are highly mindful of the cost-of-living crisis. They make sure that children have access to plenty of food during snack and mealtimes and help to support parents to make sure they can get targeted help and support for their families.
• Staff are highly mindful of more sensitive children. They take their time to settle children in. If children are overwhelmed when they arrive in the mornings, staff will take their time with them, talking to them about what is on offer. Once reassured, children are quick to go off ready to start their day. This helps to build on their personal and social development.

What the setting must and should do next

The provider should:

• support staff to identify the impact of noise levels in the playroom and how best to reduce these to enhance children's learning environment
• review the quality of adult-led activities inside to further encourage children's learning and development.