Little Lions Pre-School & Nursery

What is it like to attend this early years setting?

Children are curious learners. They are excited to join in with singing their favourite nursery rhymes and add actions enthusiastically. Children are encouraged in their interests and have opportunities to make choices, share and apply their own ideas in play. Staff's high-level support extends opportunities for children to develop their communication and language. For example, staff use visual prompts and sign language to support children to know what is happening now and next.

Children show love and care through role play. For example, they dress baby dolls, button their clothes and rock them gently to sleep. Children prepare to go outside by changing their shoes for wellies and putting on their hats and coats independently. They like to explore a discovery area in the garden where they plant fruits and talk about what they are doing and what might happen next.

Children have settled well into pre-school and have established strong bonds with staff, in particular their key persons. Children enjoy exploring physical play where they experiment with assault courses and bouncing balls. They have opportunities to count what objects they use and share with their peers as they demonstrate turn taking. Staff take steps to support children with their fine motor skills. For example, children are encouraged to make snips with scissors as they follow designs. They show a positive attitude to learning.

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

• Staff support children's home languages through modelling keywords shared by families. This helps to further develop children's communication and language. Staff use sign language to support children's understanding, to extend their vocabulary and enhance interactions. This helps children to make good progress in their communication and language development.
• The management team has a positive impact on staff where they support the development of the team. There is a robust recruitment and induction process to support staff in their roles. The management team has regular discussions and reviews with staff to support their key-person approach and plan a curriculum specific to the cohort of children attending the pre-school. This means that all children can be supported to achieve their full potential.
• Staff interact positively with children and share the 'wow' moments they have had in their learning and development. For example, children have learned how to put their coats on in preparation to explore outdoors. This helps children to develop their independence. However, the management of group times is not always effective enough to ensure that children remain highly engaged and benefit from the good learning opportunities on offer.
• Parents discuss how well their children have settled and positively comment on their experiences and interactions with staff. The management team focuses the settling-in process on children's individual needs. The management team supports parents and values their feedback, to find out more about their children and how they can continually develop effective ways of communicating.
• Children approach learning with positive attitudes, and the curriculum provides children with support to extend their interests through play. For example, children explore in a discovery area outdoors where language is extended to discuss what children know and what they can do next when planting fruits. Staff support children with how they can learn and actively respond in play to prepare children for their next stages of development.
• The special educational needs coordinator works well with children and their families to build effective strategies to support any identified delays in children's development. They work closely with outside professionals and follow processes to ensure that children are supported individually if they need it.
• The management team supports staff to build their confidence through achievable targets and goals to further develop their practice. Staff are individually supported and feel valued.

What the setting must and should do next

The provider should:

• develop the management of group times so that children enjoy high levels of engagement in the learning opportunities provided.