Little Manor Day Nursery

What is it like to attend this early years setting?

Staff provide a safe and secure environment for children. As a result, children are happy and settled at nursery. Children benefit from a curriculum that helps to develop their emotional well-being. They behave very well. Children listen to staff and follow instructions. They make friendships with others and form positive relationships with staff. Staff and children are often seen singing songs and using phrases from stories during their play. Children develop good levels of independence in preparation for their future learning. For example, children assuredly pour their own drinks and serve their own food. They are confident to ask for help if needed.

Children enjoy the community feel of the nursery, taking advantage of links with the local library and village carnival. For example, staff notice that the COVID-19 pandemic has affected children's social development. They plan interesting outings in the local community to help children to develop their social skills. Staff have high aspirations for all children. Leaders ensure that children who are entitled to additional funding receive this, and that it is used to support any gaps in their development. Children are confident to explore the environment. They delight in playing with materials, such as sand, and play dough scented with ginger. Children develop their language skills. For example, they talk about how the play dough smells and feels.

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

• The newly appointed manager and deputy manager are very committed to their roles. A review of the environment and routines has already had a positive impact for children. For example, changes in the garden have resulted in babies having more space to play outdoors. Leaders help staff to provide a learning environment that is engaging. Staff recognise the specific needs of children and effectively implement any funding they have available. Staff feel supported and valued; they say they enjoy working at this happy setting.
• Leaders complete supervision sessions for staff and hold regular team meetings. They have also recently introduced practice observations to review the quality of interactions between staff and children. However, this is not yet well embedded. The new manager has not yet had time to build on existing performance management procedures to help identify, and swiftly address, any weaknesses in staff performance and practice.
• The nursery has a designated member of staff who supports children with special educational needs and/or disabilities. This member of staff works alongside other staff and completes observations of children to help identify any concerns regarding development. Staff work alongside other agencies and follow suggestions that are given.
• Parents state that their children enjoy their time at the setting. The new manager has implemented ways to engage with parents. This includes the introduction of newsletters and a parents hub, with meetings and discussions about new ideas. However, staff do not consistently provide information about children's next steps to help parents to continue their child's learning at home.
• Staff deal with behaviour in a positive and calm manner and are good role models for children. As a result, children are respectful and show positive attitudes towards each other and their learning. Children are praised by staff for their achievements. They are gaining a sense of self-esteem and are keen to share with their friends when they have done something they are proud of.
• Staff know the children well and understand what they want children to learn next. Babies and toddlers find creatures such as slugs, and woodlice. Staff build on children's knowledge and discuss the characteristics of the slug. For example, staff describe them as 'slimy, smooth and slithery', which supports their emerging new vocabulary. Pre-school age children are asked to weigh and measure the butter and flour to make biscuits, to enhance their early mathematics skills further.
• Leaders recently introduced a meditation session for the pre-school age children. This helps to support children's concentration and listening skills ready for the next stage in their learning. Children focus and follow staff's instructions, as they are told how to control their breathing. They persevere as they copy difficult arm movements to strengthen their muscles.

What the setting must and should do next

The provider should:

• sharpen the current performance management procedures to identify and swiftly address any emerging weaknesses in practice
• communicate more effectively with parents to share information about children's next steps in learning.