Little Learners Nursery School

What is it like to attend this early years setting?

Staff create a wonderfully supportive environment. They plan an array of engaging learning experiences for children, both inside and outside. Staff know what children need to learn next and expertly use their emerging interests to motivate children in their learning. For example, children's interest in planting and growing resulted in staff creating a garden vegetable patch. Children explain they have planted vegetables and are excited to harvest these. Children are confident and motivated learners who demonstrate positive 'can-do' attitudes. Children are happy, and they develop extremely close relationships with staff and demonstrate that they feel safe when attending nursery. Staff visit children in their homes and gather detailed information about them before they first attend. This approach has been instrumental in helping staff establish bonds with children and their families. Information gained is used effectively to ensure that each child's transition to the setting is carefully tailored to their individual needs. Staff use their observations and assessments of children's progress to develop a sequenced curriculum. All children make good progress from their starting points and are prepared for the next stage in their learning.

Staff have extremely high expectations of children. They are fabulous role models who consistently demonstrate respect to each other and carry out their roles with a smile. Staff teach children the importance of good social skills. Children consistently use good manners when playing alongside each other. They take turns, involve others in their play and happily share toys with one another. Children are praised for their good behaviour, and as a result, they are kind and respectful towards each other and adults. This contributes to a calm atmosphere in which children thrive.

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

• Children with special educational needs and/or disabilities (SEND) get the support they need to thrive. Leaders are committed to removing barriers to learning. They have robust links in place with external professionals. Staff work closely with parents and put interventions in place to ensure that all children make good progress.
• Staff have developed a movement area for two-year-olds. Children bounce on large balls. They jump on and off steps to exercise. Children explain their heart beat is 'fast'. The area gives children the opportunity to regulate their emotions and develop their physical skills, coordination and dexterity. This approach helps to prepare children for future learning as they begin to understand their own bodies.
• Staff are committed to helping children develop a real love of reading in this nursery. They bring books alive with props, songs and actions. Children are mesmerised and delight in the experience. Every child takes a book home each week. Parents are given tips on what they could talk to children about when looking at the books. As a result, parents help to develop their children's early literacy skills.
• Managers closely support staff. They offer supervision opportunities to staff, meeting regularly to discuss aspects of their role. Staff feel supported and explain that their well-being is prioritised. Managers observe staff as they interact with children. However, there are times in activities when staff do not consistently help children gain the intended skills. Feedback given to staff is not always precise enough to help them fully enhance their practice in these moments.
• Partnerships with parents are a strength of the nursery. Staff support parents and offer guidance. Parents enjoy stay-and-play sessions and workshops based on child development and have regular information evenings to keep them informed of their children's time at the nursery. Parents speak highly of the staff and particularly appreciate the supportive approach to breastfeeding. They state that the nursery is like an 'extended family'. These experiences enable parents to enhance children's learning at home.
• Care practices are exceptional. Children's independence is promoted from the very start. Staff help children learn the nursery routines through songs. Young children giggle and sing along as they wash their hands. Staff consistently provide opportunities to bond with children, and babies receive regular massages. Children in the pre-school room have specific roles to help with, such as setting the table and organising recycling. Children are very well supported to develop responsible attitudes.
• Children learn about the world around them. Staff arrange for children to travel on public transport and explore the local area. Children enjoy forest school sessions. They learn about nature as they investigate the natural environment. Children have weekly visits to a local nursing home and participate in music time with the residents. Children are extremely confident in social situations.

What the setting must and should do next

The provider should:

• provide precise guidance to staff about areas of practice to develop in order to further improve the outcomes for children.