Little Learners Day Care Ltd

What is it like to attend this early years setting?

Children beam with delighted smiles as they arrive. Staff greet them warmly and welcome them inside. Children appear to have close and meaningful bonds with their key person. They sit together and listen to exciting story times and sing songs together. Children are comforted and are kept safe by nurturing staff that know them well.

Staff have high expectations for children's behaviour. Together, staff and children discuss the different rules that are in place at the nursery and why they need to be followed. These expectations are implemented fairly and consistently. For example, staff kindly remind children about the importance of walking when inside. Children demonstrate their understanding and confidently explain the rules that keep them safe. Children behave well.

Leaders have designed a curriculum that is ambitious and interesting. It places a clear focus on preparing children for the next stage of their education. For example, staff implement activities that encourage children to be excited about writing. Staff talk to them about the different letters in their name. Older children are proud of their accomplishments as they write their names with success. Children are supported to develop secure early writing skills.

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

• Babies receive close support for their developing language. Staff sing as babies joyfully clap and practise joining in with different sounds. They utilise opportunities to build on children's vocabulary. For example, staff teach babies how to say words such as 'duck' and 'splash' as they excitedly play at the water table. Babies engage deeply as they enjoy meaningful interactions with staff.
• Children's love for stories and books is positively promoted throughout the setting. Staff inspire children when they read enthusiastically and immerse them in exciting stories. Staff also use books to build children's knowledge of how to keep their brains healthy. Staff check children's comprehension by talking to them about what they have learned from the story. Children easily answer questions and explain what they know about the different parts of their brain. Children gain new knowledge through their experiences.
• Staff have a good understanding of how to support children with special educational needs and/or disabilities. Staff use assessment effectively. For example, they use children's progress check at age two to identify any gaps in children's learning. They work closely with other professionals involved in children's care, such as speech and language therapists. This enables them to work collaboratively to support children's progress. This means children benefit from a shared approach to their learning.
• Overall, children have opportunities to develop their independence. For example, children wash their own hands and fill their bottles up by themselves. However, at mealtimes, children do not consistently receive support to further extend their abilities. For example, staff do not always recognise when older children are ready to use a knife to cut their food and do not provide the appropriate support to increase these skills. Through this, independence skills are not consistently promoted further.
• Personal care routines are conducted respectfully and sensitively. For example, staff kindly ask young children if they can change their nappies. Throughout the interaction, staff talk to children about what they are doing and sing songs to them. Furthermore, staff promptly recognise when babies are tired. They calmly settle them for a sleep in the cosy sleep room. This supports children's emotional security.
• Leaders consistently provide staff with opportunities to further their professional development. For example, staff discuss how they have achieved further early years qualifications while in employment at the nursery. Staff also engage in targeted training. For instance, staff increase their knowledge of how to teach children about mental health and well-being. Staff feel valued in their roles. They speak highly of the support they receive from leaders through supervision sessions. Through all of this, teaching standards are consistently raised for children.
• Leaders are reflective and proactive in their practice. They implement strategies to enhance communication with parents, for example they encourage parents to attend a parents' evening with their child's key person. Leaders also build relationships with local primary schools to increase children's experiences as they progress to the next stage of their education. Leaders recognise the importance of establishing strong partnerships.

What the setting must and should do next

The provider should:

• provide children with further opportunities to extend their independence skills at mealtimes.