Little Larks Day Nursery

What is it like to attend this early years setting?

Children are welcomed by warm, friendly staff as they start their day. They separate well from parents and become quickly engrossed in the inviting learning environment. All children show that they feel relaxed and safe. The trusting relationships they build with others help them to become confident learners.

Staff clearly understand the aims for children's learning. They observe children to check their progress against their high expectations, then use their findings to plan ways to build further on children's knowledge and skills. Their understanding of ways to support children's learning is strong overall. Activities are planned carefully to meet the needs of children taking part. This helps to ensure that all children make good progress.

Staff model and guide children's behaviour through effective teaching and guidance. Children learn how to share resources and take turns when playing with their friends. Children use words such as 'It is my turn next,' 'please' and 'thank you' in context. Strong, trusting relationships are embedded between the children and the staff. Staff teach children about their feelings, and they are encouraged to express themselves and describe what makes them happy or sad. This helps children to learn to self-regulate their emotions.

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

• Staff respond to children's care needs effectively. They teach children about their self care needs by planning activities to support their understanding. For example, babies take part in squeezing toothpaste onto toothbrushes to clean dolls' teeth. Staff teach toddlers to take themselves to the toilet and wash their hands. Children gain good independence skills.
• Staff support children's communication and language throughout the setting. They get down to babies' level as they play and make good eye contact. Babies babble away and staff respond with encouraging words, which helps to promote the early stages of communication. Older children learn more complex words, such as 'stir' and 'turn', as they engage in play in the mud kitchen. This supports them to build on their range of vocabulary.
• Staff have clear learning intentions for all activities. For example, they help children to develop their hand muscles and grip while playing with dough, in preparation for learning to write. They teach children about numbers and size as children use safety knives to cut cucumbers into pieces. Children are involved in enjoyable experiences that help them to learn and remember more. At times, during adult-led large group activities some children become unmotivated and distracted, which impacts their engagement to learn.
• There is a good focus on keeping children safe and healthy. Staff encourage children to eat a varied diet and learn about healthy choices. For example, staff involve children in growing vegetables in the garden. They pick and prepare them for snacks. Children have daily opportunities for fresh air and exercise. Staff support children's physical development well. Children develop their large muscles as they learn to safely climb and use slides.
• Staff work closely with families of children with special educational needs and/or disabilities (SEND). They monitor children's progress closely and make referrals to agencies and professionals to give children the extra support they need. They put in place achievable targets for children to work towards. Therefore, children make good progress. Parents who have children with SEND comment on the positive impact the setting has had on their children.
• Parent partnerships are strong. Parents are pleased with the progress their children make at the setting. They receive regular updates about their children's learning and are aware of their children's next steps in their development. Parents comment on the effective communication and all round support staff provide to the whole family.
• Leaders want the very best for the children in their care. Their reflective and proactive approach demonstrates a deep commitment to building on practice. Staff comment on the support they receive for their well-being and progress they make in their own professional development. Staff cascade information to each other after completing training courses. They work together to integrate new learning into practice. This means that the setting is always striving towards providing the best possible care and education.

What the setting must and should do next

The provider should:

• adapt adult-led activities more effectively to support all children to benefit from the learning opportunities on offer.