Little Lambs Nursery

What is it like to attend this early years setting?

Children gain good levels of confidence and independence and an interest in learning. Staff place a strong focus on creating an environment that promotes children's sense of belonging. They build relationships with children that are respectful, kind and trusting. In turn, children develop the early foundations for their personal, social and emotional development, which supports them through the nursery and onwards to their next stage in learning. Staff have high expectations, including for children's behaviour. For instance, toddlers learn how to take turns as they build sandcastles. They learn that some things are theirs and some are their friends. Children show kindness towards others and they behave well.

Children have positive attitudes towards their learning and are inquisitive individuals. For instance, as staff read favourite stories, younger children listen attentively. They search for matching animals, roaring loudly for the lion and hiss for the snake. Staff make learning exciting and capture these opportunities to extend children's good communication skills. Children demonstrate good levels of independence as they get themselves dressed to go outdoors, wash their own hands and tidy up toys when they finish playing. Staff ensure that all children, including those with special educational needs and/or disabilities (SEND), get the support that they need. All children make good progress from their starting points.

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

• Leaders and staff share the same vision for children's care and learning. The environment is well organised, with activities that appeal to children's interests and motivate them to explore and investigate. For instance, as toddlers build towers, they experiment with placing different-sized blocks to see what happens. Children squeal with delight as towers topple and fall. Staff encourage them to repeat building. Children persevere and say 'I did it'. Staff focus on supporting children to be independent, confident and curious. This helps children to build strong foundations for future learning, including their eventual move to school.
• Staff and leaders work well together. Staff say that they enjoy their roles in the nursery and feel valued. Leaders create opportunities for staff to get involved in discussion and decision-making. There are regular staff meetings that contribute to positive and open communication. Staff feel that their thoughts and ideas are listened to, which contribute to the good-quality provision that children receive. Staff have supervision meetings with leaders to support their ongoing development. However, these are still in their infancy and leaders acknowledge that further focus on a stronger professional development programme for all staff would enhance their understanding and delivery of the curriculum.
• Leaders, staff and parents communicate effectively to ensure that children with
• SEND receive the support they need. Effective partnership working with parents and other professionals means that children receive targeted support where they need it the most. It is clear to see that the warm and trusting relationships between staff and children with SEND contribute to their progress. Funding is used well to meet all children's individual needs.
• Staff have a good knowledge of their key children, including their unique interests and abilities. Staff plan and create learning experiences that motivate children's learning. Staff observe and assess children's key achievements regularly to monitor their development. Staff know children's current level of progress and, overall, they understand what they want children to know next. However, sometimes, children's next steps in learning are not precise enough or sequenced fully to help staff tailor teaching as precisely as possible.
• Partnerships with parents are good. Staff use their relationships with parents to keep them updated with children's progress. Parents feel well informed and involved in their children's learning and development. They appreciate the regular communication with their child's key person, including advice and support when children are being toilet trained.
• Staff place a strong focus on promoting children's mathematical knowledge. For instance, as pre-school children play games, staff help them to count the number of beanbags that they successfully throw into the hoop to work out who has the most and who is the winner. Children learn how to count, recognise numbers and use mathematics purposefully as they play.

What the setting must and should do next

The provider should:

• focus staff supervisions to provide a stronger personalised professional development programme, which enhances their understanding and delivery of the curriculum
• review children's next steps in learning to ensure that staff have a more precise idea of the knowledge and skills that they want children to learn next.