Little Learners Nursery: St Saviour's

What is it like to attend this early years setting?

Children are tremendously happy within this exceptionally calm and nurturing environment. Staff are extremely attentive to children's well-being and, as a result, strong attachments are formed.

The setting has extremely high expectations of children. Children show high levels of independence, both in their learning and in their self-care. Children demonstrate that they are skilled problem solvers. They learn how to keep themselves safe by managing risks. When building a zoo for animals based on their core text 'Dear Zoo', children realised they should not climb on crates as they were too wobbly. Children's behaviour is impeccable. They understand the rules and boundaries of the setting. When minor disagreements occur, children show they have the skills to negotiate conflict independently.

The curriculum is skilfully designed to ensure the maximum impact on all children. The provision for children with special educational needs and/or disabilities (SEND) is exceptional. Support plans are swiftly put in place and children are supported to make remarkable progress from their starting points. The setting is constantly reviewing how it continues to ensure SEND children are positively represented. This enables all children, regardless of their ability, to develop high levels of self-esteem and confidence.

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

• Leaders and managers are extremely passionate and inspirational. They have a clear vision for the setting. The setting has a team of highly qualified staff who understand how to prepare children for the next stage in their learning. Staff receive regular, focused training and support to deliver high-quality learning experiences for all children.
• The promotion of communication and the development of children's language are exceptionally strong across the setting. Babies benefit from stories and songs that involve lots of repetition, and this aids language development. As children move through the rooms, weekly core texts, such as 'Dear Zoo', allow children to extend their vocabulary and use language in context. Staff make excellent use of opportunities to help children recall information and use their broadening vocabulary. The setting delivers a successful phonics programme for children that promotes their school readiness.
• Staff at the setting are extremely skilled in creating unique learning opportunities for children. During 'Green Heart Week' in February, children tracked a whale shark. As well as learning about conservation, the experience generated many mathematical opportunities. Children learned to measure distance on a map. They learned that the length of a typical whale shark was bigger than their classroom. Children worked out how many of them they needed to weigh the same as a shark.
• The setting is a wonderful celebration of diversity and inclusion. Children and families share with others the celebrations that are important to them. Parents become involved with helping create events that promote inclusion. Staff invite families into the setting to read to children in home languages, such as Spanish and German. Children learn to respect the differences that make each other unique.
• Staff are excellent role models for children. Caring for the setting's animals, which include alpacas, chickens and a corn snake, children learn to have empathy for living creatures. Staff talk to the children about being gentle with the animals, and this translates into how they should treat each other. Children are kind to each other and work together incredibly well to achieve results.
• Partnership with parents is exceptionally strong. Parents are involved in all aspects of the setting. The setting uses parent planning forms to involve parents in planning for their child's next step. Parents report being extremely happy with the level of communication from the setting. Leaders and managers provide extra support to parents through leading workshops on topics, such as potty training or school readiness.
• Leaders and managers are extremely reflective in their practice. Regular feedback is invited from parents and carers. The setting works closely with the local authority and other agencies to support the needs of all children. Senior staff use their expertise to lead sessions with other settings and for newly qualified teachers, sharing best practice.