Little Learners Day Nursery

What is it like to attend this early years setting?

Children arrive at the nursery happily and settle quickly. They are keen to participate in a range of interesting activities as staff provide a challenging and enjoyable curriculum. Children are confident and very sociable. Older children are good communicators and have a wide vocabulary. They excitedly talk about the nursery pets and say that they particularly like playing outdoors and using the paints. Toddlers learn how to be independent as they confidently serve their own meals. Staff recognise children's interest in transport which prompts an activity where toddlers tally up different types of vehicles that they see. This supports their language and communication and develops their early mathematical skills.

Babies are emotionally secure as staff are warm and nurturing. They snuggle into staff as they sit on their laps. They enjoy singing familiar rhymes, such as 'the wheels on the bus'. They copy actions and bounce up and down excitedly. Babies' physical skills are well supported as they cruise around furniture and confidently negotiate the steps on the climbing apparatus.

Children behave well. Older children understand the routines such as helping to put away the toys when the 'tidy up' song is sung. Toddlers learn how to share as they are supported to make space for one of their peers to use the easel with them. Children are supported to manage their feelings as staff take time to listen to them and value their contributions.

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

• Leaders and managers have been proactive since the last inspection by evaluating practice and implementing effective monitoring systems. Previous actions raised have been addressed, so that regulatory requirements are met. This means children are safe, well cared for and make good progress in their learning from their starting points.
• Staff work well as a team and receive good support to carry out their roles effectively. They have regular training opportunities and their professional development is supported. Staff working with the babies have recently attended training for using treasure baskets. This has enabled them to focus on providing more effective sensory experiences for babies to enjoy.
• Staff provide a well-thought-out indoor and outdoor curriculum. Older children are inquisitive as they explore loose parts and experiment with the outdoor musical instruments. They use their imagination as they see a bee and spontaneously initiate a game with their friends. They pretend to be 'buzzing bumble bees' and move their bodies creatively. However, the organisation of some large-group activities does not always enable all children's learning to be maximised. This is because, on occasions, the groups are too large and, therefore, staff have limited capacity to support children further.
• Parents speak very positively about the nursery. They feel the staff are friendly and supportive and describe them as 'amazing'. Parents say their children have made good progress since attending the setting. They confirm that they have regular opportunities to discuss their children's progress with staff and they make use of the nursery's app to aid information exchange. They particularly like receiving photos of their children.
• Staff support children with special educational needs and/or disabilities well. Close links have been established with other agencies who support parents and staff to ensure a consistent approach is offered. Staff understand the individual needs of children, they are patient and kind.
• Some progress has been made to support children who speak English as an additional language. There is a strong focus on developing children's language and communication through songs, stories and rhymes. However, staff do not consistently encourage use of children's home language in their play and learning.
• Staff support children to develop healthy lifestyles. All children benefit from regular outdoor play. Babies confidently push wheeled toys and develop coordination. Older children ride bikes with skill and carefully balance on the tyres as they use them like stepping stones. Children are reminded about the importance of regularly drinking water and are provided with a range of healthy and nutritious meals and snacks.

What the setting must and should do next

The provider should:

• review the organisation of large activities in the pre-school unit to maximise all children's learning opportunities
• develop staff's knowledge and skills to enable them to support children who speak English as an additional language as well as possible.