Little Lee's Childcare

What is it like to attend this early years setting?

Children are settled, happy and confident at the nursery. Older children competently find their name cards and put these on the board to say they are in, while younger children are supported by staff. Children quickly join in with activities and show they feel settled and secure as they move freely between activities. Staff are very attentive to the children. They sit at children's level as they warmly interact with them. Children join in conversations with adults and each other. Staff know the children well and foster strong relationships with them. They plan stimulating activities that engage children's interests and build on their knowledge and skills, which promotes their learning and development. Staff recognise children's unique characteristics and understand how best to support them. For example, children with speech and language needs access external professional support and benefit from daily small-group activities. These help to build on children's social skills and language development, and encourage their engagement, attention and confidence.

Staff are good role models. They gently guide children and give clear and consistent guidance, which helps them to understand the routine and know what to do. For example, when it is carpet time, staff sit and sing which helps the children to know they need to finish what they are doing and sit on the carpet. This helps children to feel settled and secure. Children show respect and kindness to others. Older children share well with the younger children. They all join in and play together. Children flourish in this caring and nurturing environment.

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

• The management team and staff have worked hard since the last inspection to address the actions raised. Staff undertake a wide range of additional training and receive good support from leaders to further develop their teaching skills. For example, leaders worked closely with the local authority to ensure staff have the relevant knowledge and skills to support all children. Effective monitoring systems are in place to ensure staff consistently plan and implement a curriculum that builds on what children already know and challenges their learning.
• Staff assess children's learning termly and provide good-quality experiences. They interact with children well and focus on what children need to learn next. Staff ensure children with special educational needs and/or disabilities (SEND) have the right support. They work closely with parents and external professionals to ensure children quickly access the support they need. All children make good progress.
• The partnerships with parents and carers are strong. Parents comment that staff provide high levels of support for them and their children and prepare children well for starting school. They feel very involved in the nursery and feel reassured that children are cared for in a safe environment by practitioners who understand their individual needs. Parents praise the level of staff communication with them. They know what their children are learning and how they can support this at home.
• Children concentrate well as they play. They show their understanding of a range of mathematical concepts, such as numbers and shapes. For example, while playing with construction toys, older children create what they identify as, 'Number four'. Others make items such as, 'A fish'. They say the body of the fish is a circle and the tail is a triangle. Others make what they say is a, 'Long fishing rod', which is used for fishing.
• Staff give high regard to developing children's language and communication skills. They show interest in children's thoughts and ideas. For example, while children are on their outing to the park, staff have in-depth conversations with them about what they see and hear around them. Staff initiate conversations, sing songs and rhymes, which all help to extend children's vocabulary. Staff foster children's love of books and reading. Children actively engage in stories at group times and individually.
• Children behave very well and are emotionally secure. Staff provides lots of support and reassurance to help them understand why they need to follow certain rules. For example, they know to form a line when staff sing and say their names. However, at times, while in the large playroom, children can get loud when they are excited. Staff then raise their voices to talk over the children. This makes the environment louder, which does not enhance children's listening skills and promote their learning even further.
• Children delight in spending time outdoors. For example, at the park. They have ample opportunities to practise and extend their physical skills as they explore the wide range of equipment. They have great fun learning, experimenting and developing their abilities.

What the setting must and should do next

The provider should:

• implement strategies to lower the level of noise in the larger playroom and enhance understanding of expectations.