Little Learners Day Nursery

What is it like to attend this early years setting?

Staff warmly welcome children into the nursery and greet them kindly with a smile. Staff gather valuable information before children start, such as their family background and interests. This means they know children very well. As a result, children settle quickly into their rooms and begin engaging in activities. This helps to maximise their learning time at the beginning of the day. Young babies approach staff for cuddles. Staff respond with reassurance when children are unsure of new adults. This helps children to feel safe and secure in staff's care.

Staff follow children's interests to plan exciting activities that support their next steps. Children are keen to get involved in activities and to explore and investigate. They excitedly gather leaves from the garden and then use them to make pictures. Children practise their scissor skills as they snip up the leaves and then stick them down on paper. Staff offer praise for children's efforts and achievements, helping to boost their self-confidence.

Leaders design a broad and varied curriculum that builds on children's skills and knowledge as they transition through each room. Staff challenge children effectively to reach the next stage in their development. For example, they ask open-ended questions and give children time to think and respond. This supports children to make good progress in their learning from their various starting points.

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

• The nominated individual, who is also the manager, has improved her knowledge of changes she must notify Ofsted of. Checks on her suitability are now complete. This helps to ensure the safety of children.
• The manager is passionate about providing the very best care for all children in their early years. She uses her experience, knowledge and expertise to implement excellent support strategies for children with special educational needs and/or disabilities (SEND). For example, staff use visual communication aids, calm areas, and one-to-one care to support children with SEND. The manager monitors and evaluates staff practice to identify any areas of development and provides guidance and coaching to help secure continuous improvement.
• Children's communication and language development is given high priority by staff and the manager. Staff sing the same welcome song in all the rooms. This effective repetition builds children's confidence to practise familiar words and speaking. Staff engage in meaningful and age-appropriate interactions with children. However, sometimes, during planned routines or activities, the quieter children do not receive the same level of support as the more confident children. Consequently, the quietest children do not always engage in learning for as long as others.
• The manager highlights promoting children's good health as an area she wishes to make continued improvements in. She recognises that some children tend to bring in squash to drink from home. However, she has not yet implemented enough strategies to help manage this. As a result, the promotion of children's oral health is not always as good as it could be.
• Young babies peacefully settle in a quiet, calm space for sleep time. Staff sit and soothe children gently off to sleep. This shows that children are happy and settled in their care. Staff effectively plan the daily routines to make sure older children have quieter time to rest. For example, those children who do not sleep go outside or use different areas of the nursery to support the environment for those children that would like to relax. This supports the overall well-being of children.
• Parents speak highly of the nursery. They say their children love attending and that the staff are supportive, welcoming and have a positive manner. They appreciate the regular sharing of information via an online app and daily handovers. Staff complete regular observations and assessments, and children's progress is shared with parents. This allows parents to support children at home and close any gaps in learning quickly.

What the setting must and should do next

The provider should:

• support staff to recognise and involve those children who are quieter and do not interact, to help maximise their learning experiences
• work even more closely with parents to promote healthy drinking habits.