Little Learners Nursery: St Mary's

What is it like to attend this early years setting?

Children have a wonderful time at the nursery and are very happy and settled. They are extremely well behaved and engage with ease in the activities provided. Staff are enthusiastic and very kind. They plan for all children's individual needs, always keeping in mind what children already know, what they need to learn next and how they will teach this. Support for children to develop their speech and language is exemplary. The staff use every opportunity to build children's vocabulary with new and different words. Children are confident communicators. For example, during a conversation about the weather, children spontaneously say, 'Jackets should be zipped up today'.

All children have very strong bonds and relationships with their key persons. Children are treated with kindness and respect, and their opinions are sought. For example, even though the youngest children cannot answer, they are still asked if it is okay to have their nappy changed. Intimate care of children is done calmly, with gentle singing to reassure children.

All children at this setting thrive as the staff have extremely high expectations of them. Children with special educational needs and/or disabilities (SEND) make excellent progress in relation to their starting points.

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

• The leadership team is inspirational in their commitment to supporting the staff team. They prioritise their well-being and professional development. Senior staff have a clear and extensive mentoring programme for staff that begins during induction. They invest in the team to support less experienced staff to grow and learn and to enhance the knowledge of more experienced staff. The staff recognise the support they are offered and comment on the well-being support available to them.
• The outdoor and indoor environments are highly stimulating and engaging. Children concentrate very well and are not distracted by visitors. For example, a group of children is learning how to cut vegetables to make soup. They are completely engrossed in the process as the skilled staff member guides them. Staff understand that children learn best when they can completely engage in a process from start to finish.
• Staff are exceptionally positive role models who set excellent examples to the children. Staff speak to children respectfully, and in turn children do the same to their friends. Turn taking and sharing is championed with all ages, and the words 'My turn, your turn' can be heard across the nursery. Staff are passionate about how children play and learn.
• Leaders and staff have created an ambitious curriculum, which is securely embedded across the nursery. They have a firm vision of what they want children to learn and why. Staff are confident and knowledgeable in the curriculum and they can identify that children are learning. Children build their knowledge over time. Leaders and staff consistently reflect and evaluate their practice and provision to ensure the best possible outcomes for children. Children are very well prepared for school.
• Partnerships with parents are especially strong. Staff fully encourage parental involvement in the nursery. They discuss children's starting points and learning needs in detail at every stage in their transition through the nursery. Parents are included in the planning of children's learning. For example, parents readily submit planning forms that give the most current information about what children are learning at home. This ensures that everyone involved in the children's education is completely up to date.
• Children have interesting and challenging things to do. For example, children use the book 'Dear Zoo' in the garden, and use binoculars and magnifying glasses to hunt for the animals skilfully hidden by the staff. During these times, children's imagination is challenged as they re-enact the story through real-life activities.
• Babies thrive in the baby room. They laugh and giggle as staff use many sensory materials to encourage development and learning. For example, staff place herbs and fruit in the water tray, and children smell and squeeze the fruit. At these times children learn to be curious and explore every opportunity for learning.