Little Knuckles Nursery

What is it like to attend this early years setting?

Children receive a warm welcome when they arrive at the setting. They greet the staff and their friends with genuine affection and quickly settle down to play. Children are happy and secure throughout the day and show positive attitudes to learning. For example, toddlers concentrate intently as they discover how to operate the moving parts on toy diggers. They develop this interest further as they use the diggers to transfer dried pasta between containers. Children enjoy a range of experiences to further develop their knowledge of the world. For instance, they learn about the needs of living things as they help to look after their pet turtle. Children go on regular outings within their local community, which teaches them about different people and environments.

Staff have high expectations for all children. They encourage children's learning and praise good manners and kind behaviour. Therefore, children are aware of the boundaries and behave well. All children enjoy their growing independence. From an early age, they begin to manage their own personal care and hygiene. Babies and toddlers learn to wash their hands and use cutlery at mealtimes. Pre-school children confidently serve their own food and drinks. They explain the importance of eating a variety of foods and brushing their teeth, to help keep their bodies healthy and strong.

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

• The owner and manager form a strong leadership team. They strive to provide the best care and education for all children at the setting. Leaders regularly review the provision and speak with great enthusiasm about recent developments and future plans. For example, in response to parents' comments, they have introduced activities such as yoga, to further promote children's physical well-being.
• Staff observe children's interests and learning styles and encourage them to contribute their own ideas for activities. They use what they find out to plan varied learning experiences, which meet children's individual needs. This includes support for children who have special educational needs and/or disabilities and children who speak English as an additional language. For example, staff simplify language and use picture cards to help with communication. Consequently, all children, including those who receive funding, make good progress.
• The setting is highly inclusive and welcomes staff and families from a diverse range of backgrounds. Children enjoy sharing their experiences from home and happily celebrate events such as Christmas and Diwali together. They show interest and respect for their differences and are keen to explore other languages and cultures.
• Staff generally promote children's communication skills well. For example, they engage children in a wide range of stories and songs. However, staff do not always support quieter and less-confident children to join in and contribute to conversations and discussions.
• Children are well motivated to play, learn and make new discoveries. For example, children confidently explore how a balance scale works as they add items and materials of different weights. They quickly learn new words and enthusiastically predict what will happen next.
• Staff prioritise children's emotional security. They provide effective support when children first start and when they transition to new rooms. Staff have introduced cosy areas, where children relax and reflect on their feelings. They successfully use stories and discussions to help children talk about and begin to regulate their emotions.
• Children are physically active throughout the day. For instance, babies confidently negotiate the steps and slide on the climbing apparatus in their room. They consistently practise their large- and small-muscle movements through a range of 'hands-on' activities. Consequently, pre-school children demonstrate an excellent array of physical skills, in readiness for starting school.
• Parents are very happy with the service provided, and report that their children are happy and progressing well. Leaders and staff are always looking for new ways to include parents in their children's learning. For example, they have introduced a lending library to encourage a shared love of books. Leaders provide thoughtful touches, such as fresh fruit and water in the parent's reception area. They organise regular events, such as sports days, concerts and activity workshops, which help parents to feel welcome and valued.

What the setting must and should do next

The provider should:

• support staff to develop their interactions with children further, to help quieter and less-confident children contribute to conversations and discussions.