Little Lot Nursery Limited

What is it like to attend this early years setting?

Children have a great start to their learning at the nursery. They form close relationships with the staff and their peers. Staff create a positive and welcoming environment where children feel settled and secure. The nursery provides a diverse curriculum that is adapted to meet the needs of all children. Staff teach children about animals and life cycles as they observe the process of hatching chicks from eggs and butterflies from chrysalises. They create a sense of awe and wonder for children. Children further develop their understanding of nature as they grow fruit and vegetables. They eagerly look at photos and discuss the newly hatched baby robins found in their flowerpot.

Staff encourage children to be creative and express themselves in a variety of ways. For example, children are eager to explore mark making, skilfully drawing robins. A dedicated music teacher offers children the opportunity to explore music and rhythm. Staff encourage children to collaborate. For example, they work carefully together to build obstacle courses. Children challenge themselves as they climb. Staff support them to take manageable risks in their play with growing confidence. Staff use positive praise with children to encourage good behaviour. Children understand and follow the rules. Children are very confident. They show genuine kindness to one another, following the lead of staff. For example, children say to each other 'that's a lovely picture' as they enjoy mark making together.

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

• Staff deliver a curriculum that is sequenced so that it builds upon what children already know. For example, staff first focus on developing children's strength in their hands through playing with dough and sand. This helps children to develop the strength they need to develop control of pens and pencils.
• Staff accurately assess children's development and use this to tailor learning to meet their individual needs. At times, they teach children in small groups. This helps them to precisely plan learning to help children to make good progress.
• Stories and songs are a key part of the nursery curriculum. Children separate into age groups for stories, which helps staff to share appropriate stories. Children listen carefully to stories.
• The nursery provides books for children to take home, encouraging reading with their family. Children enjoy reading independently and develop a love of stories.
• Staff sensitively manage children's care routines. For example, they encourage younger children to climb the small steps onto the changing table. Staff talk to children gently about what they are doing. This helps children to feel settled and secure.
• Children develop some good independence skills. For example, staff teach them how to go to the toilet and wash their hands by themselves. However, this teaching is not consistent over lunchtime. Staff cut up food and do not consistently teach children to use their knives and forks correctly. This means that children have not fully developed this skill, particularly in preparation for starting school.
• There is good support for children with special educational needs and/or disabilities (SEND). Staff quickly identify children's needs and discuss these with parents. They work closely with other agencies, such as the local authority outreach team, to support children. Children with SEND make good progress in their development.
• The nursery has close links with the school in which it is situated. Children's transition to reception is seamless. Staff have adapted their curriculum to closely align with the school. Children visit the reception classrooms and playground and eat their lunch in the school hall each day. This helps them to get used to their new environment before they move to school.
• The nursery has positive relationships with parents. They are welcomed to parents' evenings to discuss children's progress. This helps parents to understand what children are learning and how they can support their learning at home.
• Staff complete all mandatory training, such as safeguarding and paediatric first aid. However, there is less focus on training to support staff's practice. This means that training does not precisely focus on developing staff's knowledge and skills over time.
• Additional funding is used well to support disadvantaged children. For example, the nursery sources resources to support children's sensory needs, and it funds meals for children. This helps to ensure all children can access the nursery provision.
• Leaders are reflective and continually evaluate the provision. They have a positive approach to making adaptations to meet the changing needs of children. For example, they review the environment each year and make any changes needed to fully promote children's learning.

What the setting must and should do next

The provider should:

• consistently promote children's independence skills, particularly at mealtimes
• develop a plan for training and professional development that focusses on developing staff's practice over time.