Little Leprechauns PDN, Pre-School & Out Of School Club

What is it like to attend this early years setting?

Children, including those with special educational needs and/or disabilities (SEND), make good progress. This is because staff know the children extremely well, so their learning needs are clearly identified. Children in receipt of additional funding benefit from more dedicated support provided by their key person. Children behave very well. They play together companionably and are learning to take turns and to share resources. They are polite and helpful.

Staff recognise the impact of the COVID-19 pandemic on children's emotional development. As a result, they have carefully considered settling-in arrangements and are providing more opportunities for parents to come into the nursery.

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

• The manager has designed a cohesive curriculum built around children's interests. Children are provided with opportunities to develop skills in all areas of learning through planned activities and continuous play opportunities. Learning is well sequenced so children can build on their knowledge and skills. This is demonstrated effectively by the way resources for children's creative activities are set up. Younger children are given a more limited choice so they do not become overwhelmed. Older children can select from a wider range of resources to enable them to experiment more in their play.
• The development of children's speech and communication is given priority. Staff model new vocabulary clearly. They carefully correct any mispronunciation. In the baby room, staff provide a running commentary and praise children as they start to babble and vocalise. Conversations with staff at mealtimes help older children to speak in sentences.
• Support for children with SEND is a strength of the nursery. Staff show skill in identifying children who may need additional support. They develop targeted individual plans to help children to make progress. Where appropriate, referrals are made to other services, for example speech and language therapy. Staff have established effective links with other professionals who regularly visit the nursery.
• Children benefit from many opportunities to develop their physical skills. They have regular access to the on-site play gym. In the outdoor play areas, they use a range of trikes, dig in the soil using large spades and balance on wooden beams. The outdoor classroom enables children to explore a range of different learning spaces, for example woodworking.
• Children regularly become thoroughly engaged in their play and learning. However, there are times when the routines of the day impact on this. For example, children who are concentrating on a mark-making activity must stop because it is time for snack. Similarly, when the children are busy outside, they are told to stop and come in for circle time.
• Children thoroughly enjoy cutting their own fruit at snack time. They each have their own chopping boards and suitable knives. Staff show children how to use the knives safely and help them as they persevere. However, children do not pour their own drinks and, at lunchtime, their food is served for them. This does not consistently promote their independence.
• Children are helped to identify healthy foods in the role play area. After their snack, they discuss the importance of cleaning their teeth. Children's care needs are met appropriately. Children who are learning to use the toilet independently are given effective support.
• Parents are pleased with the level of care the nursery provides. They find the daily communication sheets very informative. Parents are provided with ideas for supporting their children's learning at home. Children were delighted to show the inspector the Easter pictures they had made at home for a competition. Parents of children with SEND are very appreciative of the support the staff provide.

What the setting must and should do next

The provider should:

• consider how daily routines could be improved to minimise disruption to children's engagement in their learning and play
• strengthen opportunities for children to develop their independence at snack and mealtimes.