Little Kings & Queens Nursery

What is it like to attend this early years setting?

Children enjoy their time at this warm, calm and inclusive nursery. They arrive happily as they receive a warm welcome from staff and separate from their parents at the door with ease. Children confidently go with staff to their playroom. Staff provide babies with nurturing care and sensitively support young children. Children receive lots of reassuring cuddles, and they snuggle up to staff to share individual stories. The children develop independence and a sense of security at nursery.

The provider's curriculum is ambitious and designed to give all children the best start in life. Staff build on what children learn at each age and stage, and children are well prepared for school. The effective key-person approach ensures that children's progress is closely monitored and any gaps in learning are closed quickly. Children are motivated to learn and develop confidence with the support of staff. For example, older babies enjoy spending time digging in the sand tray with their key person and seek them out for reassurance when needed.

Staff work hard to help children understand their emotions when exploring the 'Colour Monster' book. Children discuss how they are feeling and choose a colour to represent this. Children tell staff that they are excited for the activities in the garden. Manners are encouraged in age-appropriate ways. For instance, during activities, staff encourage children to take turns, listen to each other and be respectful to their friends. Children are supported to understand that all voices and opinions are valued.

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

• The provider and its staff have a secure understanding about what they intend for children to learn while at nursery. They have a strong focus on the prime areas of learning, including supporting children's independence, language and physical skills. Staff plan and provide a wealth of activities that are tailored to children's individual needs. Children are supported to make good progress in their development.
• Staff plan environments that encourage children to be physically active. Babies confidently kick footballs around the garden, they climb up age-appropriate slides and beam as they slide down independently. Older children show great confidence in their physical skills as they pedal trikes around the garden and balance on wooden beams. Children make good progress in their physical skills.
• Children are exposed to a range of vocabulary. Babies listen to songs that staff sing. Younger children recite and finish phrases from familiar stories that staff read. Older children become confident and fluent communicators. They enthusiastically approach new people to tell them about their artwork. This helps children to develop their language skills.
• Staff incorporate opportunities for children to develop their independence throughout the care routines. For example, older children access their snack independently. Children serve themselves their snack and clear their equipment after meals. Developing independence such as this helps children to develop confidence in their own abilities.
• Children benefit from good-quality interactions with staff. For example, children freely practise filling and pouring water in the garden. Staff skilfully narrate and model the actions of the children. However, staff sometimes do not promote critical thinking skills through effective questions to allow children to extend their learning further.
• Staff support children with special educational needs and/or disabilities very well. They use funding effectively to provide additional support. Staff work very well with a range of professionals, such as speech and language therapists. They act on advice and incorporate specific strategies into their planning to help children to make good progress.
• Staff feel extremely well supported by the management team. They have regular meetings with managers, where their well-being is prioritised. Staff benefit from professional development, such as allergy training. However, leaders do not always target training as precisely as possible to specifically address any minor inconsistencies in the teaching skills within the staff team.
• Relationships with parents are a real strength of the nursery. Staff use a variety of communication methods to ensure that parents are involved in their children's learning. Parents appreciate the regular photos and updates about children's learning and the progress they are making. Staff share information and support on how parents can support their children at home. Parents comment on the support staff give them, especially their engagement with other agencies. This helps the continuity of learning for children.

What the setting must and should do next

The provider should:

• help staff in understanding how to extend and challenge children's curiosity and thinking skills even further
• target training and support for staff more precisely to address minor inconsistencies within the curriculum.