Little Learners Land (London Colney) Ltd

What is it like to attend this early years setting?

Children of all ages demonstrate that they are happy and feel settled and safe in this friendly nursery. They rush to greet the enthusiastic staff, who swiftly engage them in play that is centred around children's interests. For example, babies delight at collecting plastic ducks and mimicking the sound they make during a water activity. Older children confidently name the shapes and patterns they create with modelling dough. As a result of this child-centred approach, children of all ages remain absorbed in play throughout their time at the nursery.

A highly effective key-person system supports children to settle swiftly and make good progress in the nursery. Staff have a deep understanding of children and their abilities. They confidently discuss children's next steps in learning and are consistently observed supporting children's progression during play. Children with special educational needs and/or disabilities (SEND) have particularly close relationships with their key staff. They display affection and demonstrate that they feel safe and secure in their nurturing care.

Staff throughout the nursery use age-appropriate methods to support children's behaviour. Babies are encouraged to use 'gentle hands' when playing excitedly with their friends. Toddlers discuss the impact that not taking turns and sharing has on their friends during activities. Pre-school children construct their own 'golden rules' that they follow well. As a result of this consistent approach, children of all ages behave well in the nursery.

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

• Children's language development is made a priority across all areas of the nursery. Babies are supported to use sign language to communicate their needs. For example, at mealtimes, they make staff aware when they want more food and when they have finished. Toddlers learn the initial sounds of objects they collect in a fishing activity. Older children enjoy regular group discussions where they confidently recall the activities they enjoyed when taking the nursery mascot home.
• Leaders engage well with other professionals. This is particularly evident when supporting the needs and development of children with SEND. Staff and leaders regularly share their precise evaluations of children's progress. This enables them to gather ideas and plan opportunities that support the specific needs of children.
• Staff have a deep understanding of children's early experiences. They use this information to provide additional learning opportunities children may not otherwise receive. For example, children are excited about an upcoming visit from a local petting zoo. They enjoy regular cooking sessions and take part in various sports coaching activities throughout the week.
• Parents are highly complimentary about leaders and staff and the care they provide. They acknowledge how the nurturing staff support children to settle well and enjoy the time they spend at the nursery. Parents deeply value the high-quality communication staff offer. Regular consultation sessions and an electronic journal system enable parents to stay up to date with children's progress. Parents engage well in children's learning. They are encouraged to visit the nursery, read stories and share their skills with children. Staff provide parents with 'transition bags' to take home. These provide activities and support around topics such as dealing with behaviour issues, potty training and welcoming new siblings into the home.
• Leaders are passionate about their role in supporting children's development. They reflect well on the care the nursery provides, making well-considered changes. For example, recent changes to morning routines mean that parents and staff conduct comprehensive handover discussions. This supports children to settle well in the nursery environment and gives parents insight into their children's day. The same precise evaluation is not always evident when observing practice in individual rooms. For example, inconsistent leadership in the baby room does not support the staff to routinely deliver high-quality learning opportunities across the day.
• Morale is high among staff, who report that they feel valued and supported. The provider conducts regular appraisals with all staff to identify areas for development. Staff have access to a variety of online and face-to-face training opportunities to enhance their knowledge and support practice.

What the setting must and should do next

The provider should:

• strengthen leadership in the baby room to support staff to deliver consistently high-quality learning opportunities throughout the day, specifically during transitional times, such as after meals.