Little Life Nursery

What is it like to attend this early years setting?

Children enjoy their time in this exciting learning environment. Leaders provide children with a rich set of learning opportunities that support them to engage well in play and have a positive attitude to learning. For example, children enjoy exploring the extensive outdoor environment. They pay regular visits to the neighbouring farm, where they learn about and help care for the animals. Staff place sharp focus on developing children's physical and emotional well-being, exploring the peaceful and varied surroundings. Together, they discuss the positive impact fresh air and exercise have on their bodies and minds.

Staff demonstrate good knowledge of all children who attend. They are observed supporting their varied and individual needs well during activities. For example, staff adapt learning opportunities that provide appropriate challenge for the most able children. As a result, all children demonstrate focus and perseverance in activities and make good progress from their starting points.

Children behave well, are kind to others and understand the need to adhere to the rules in this extensive learning environment. Staff encourage these behaviours by exploring expectations together during the day. For example, prior to visiting the farm, children and staff discuss the importance of holding hands, listening to adults and demonstrating good manners.

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

• Relationships between staff and parents are strong. Parents comment on how children look forward to attending and enjoy the learning opportunities this unique environment and staff provide. They state that they feel involved in their children's learning because staff communicate well. Staff share ideas and home-learning packs to further encourage children's development at home. Parents acknowledge how this supports children to make good progress.
• Leaders and staff develop professional relationships with other settings that the children attend. They share concise information, including essential assessments regarding children's development. This consistent approach to supporting children's development ensures that children make good progress. Equal focus is placed on engaging with other settings when supporting children's transitions. Leaders liaise with local schools, sharing assessments and their extensive knowledge of individual children. This supports children to settle well in their new environments.
• Children are confident communicators who demonstrate good language skills. Staff promote this well by providing plenty of opportunities for children to practise these skills. For example, children enjoy sociable mealtimes. They sit together with staff, who engage them in discussions.
• Leaders and staff demonstrate a good understanding of how children learn best. They develop interesting learning opportunities that are based on children's current interests and support their specific learning needs. For example, children create letters that they will deliver to 'Santa'. They draw pictures of the presents they would like, describing their drawings in detail to staff. The most able children write their lists, with staff on hand to offer support if required. On occasion, however, these planned activities can be rushed and do not always allow children to fully explore their ideas.
• Children develop a sense of belonging in their nursery. Staff encourage them to complete age-appropriate tasks during the day and develop skills required for their next stage of learning. For example, children delight at passing out plates and cups to their friends, serving themselves lunch and clearing away afterwards.
• Leaders reflect well on the care they provide. They use their extensive knowledge to promote children's learning and are committed to enhancing opportunities for children. For example, children of all ages develop empathy and understanding of others by joining together as a group at various points during the day. However, the same robust evaluation is not always evident when identifying ways to further promote staff practice.
• Children's safety is well considered in this exciting environment. Risk assessments are regularly updated and reflect the changing environment and differing needs of children, who are learning to support their own safety in this exciting outdoor learning environment. For example, they discuss safety considerations prior to exploring and understand the need to wear their high-visibility jackets when they leave their nursery cabins.

What the setting must and should do next

The provider should:

• ensure that learning opportunities are consistently well planned and allow children sufficient time to fully explore their ideas
• enhance current methods used to monitor staff practice and provide effective coaching opportunities to raise the quality of teaching to an exceptionally high level.