Little Learners Childcare

What is it like to attend this early years setting?

Children are at the centre of everything staff do at this nursery. Staff greet them in a warm and caring way and provide cuddles and reassurance. Children confidently talk about their skills to visitors, such as explaining how they make clay insects, demonstrating that they feel safe and secure.

The knowledgeable staff provide children with a rich set of stimulating experiences to develop their talents and skills. Babies are curious to experiment with brushes and paint as they make marks on a large garden mirror. Older children regularly attend the on-site forest school. They excitedly explore the willow archways together and use leaves and sticks to make clay faces on a tree. Older children talk about an imaginary pirate, 'Captain Black Beard'. They create stories and pictures together as staff inspire the children to extend their ideas.

Children's behaviour is exemplary. They confidently show their understanding of why behaviour rules are in place. For example, they talk about safety as they sit around the fire pit. Children explain why it is safer to use a one-way system to enter the area and why there is a water bucket next to the fire. Staff explain how oven gloves protect their hands from the heat as they remove crumpets from the fire.

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

• Leaders have high expectations for children. Staff understand the curriculum focus and what children need to learn well. They skilfully build teaching based on what children already know. As a result, children make rapid progress in their learning. For example, staff teach children mathematical language such as 'taller' and 'tallest'. Children lie down and draw around each other. Staff teach them to practise reading out numbers as they use a tape measure to measure their body shapes and sizes.
• Staff consistently use every available opportunity to develop children's language and understanding. For example, they allow babies time to say their first words as they look at toy animals together. Staff introduce new words, such as naming parts of the animal's body, as babies listen with delight. Staff encourage older children to talk about how their bodies work as they use play dough to make a model of a person. Staff use books to extend children's knowledge and introduce words such as brain, nerves, and skeleton.
• The special educational needs coordinator meticulously works with staff to create an environment that includes all children. She swiftly seeks support from external agencies for children who need extra help. She applies strategies from other professionals and creates targets to support children to make the best possible progress.
• The remarkable experiences provided by staff ensure that children's concentration is consistently positive. Behaviour across the setting is impeccable. Children show kindness and respect to their peers. They play together, collaborating and taking turns. For example, they use large building blocks to make a model bridge and tunnels for their train track. Staff encourage children to work together to collect little people to add to their construction.
• Staff build on developing exceptional independence and self-care skills as children progress through the nursery. Older babies are keen to climb up the steps to wash their hands and sit themselves at the table for lunch. Toddlers learn to serve their lunch from a bowl and eat with a knife and fork. Toddlers wipe their noses and throw their tissues in the bin.
• Partnerships with parents are inspiring. Parents talk of the wonderful relationships with staff. They state that children thrive in a stimulating environment, making excellent progress. Parents of children with special educational needs and/or disabilities talk about staff being there every step of the way to support their child's learning. Leaders involve and support families throughout. For example, they create a safe space for families to meet and speak in the community garden and plan events for the whole family to enjoy.
• Leadership is exceptional. Leaders' meticulous self-evaluation and reflection means the provision for children is continually adapted and extended. For example, leaders plan to employ an artist to expand children's creativity. Staff state that they feel highly supported by leaders, who provide regular well-being reviews and listen to their ideas. Staff regularly access high-quality training to improve the already impressive curriculum.