Little Marvels Day Nursery (Hewens)

What is it like to attend this early years setting?

Children are happy in this friendly nursery and share close bonds with the adults who care for them. Staff are attentive to children's individual needs. For example, staff provide cuddles and reassurance to children who struggle to settle following a holiday. Babies' care needs are met effectively. Staff follow their routines from home and notice when they are tired. Children show they feel safe and secure.

Staff have clear expectations about behaviour and encourage children to be kind, share and to respect differences in others. Children learn simple boundaries and rules and receive regular praise and encouragement. This encourages positive patterns of behaviour and helps children develop self-esteem and confidence.

Overall, the improved curriculum is stimulating and well planned and supports children in being able to acquire key skills as they progress through the stages of their development. Staff provide additional support if required, such as small-group work. This helps to quickly narrow any gaps in children's progress. Staff work with parents and other professionals on targeted plans to support children's learning, as the need arises. All children, including those from disadvantaged backgrounds, achieve and progress from their starting points.

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

• The setting has failed to inform Ofsted of changes to the management of the setting and of an event that is likely to affect the suitability of any person who is in regular contact with children. However, these breaches do not have a significant impact on children because leaders have taken the necessary steps to ensure children are kept safe.
• The setting has made strong improvements since the last inspection and has addressed the previous actions. Leaders have worked with early years advisers to implement improvements. Staff have enhanced their knowledge of safeguarding and risk assessment procedures. This helps ensure children remain safe in the setting. An effective key-person system helps children feel secure and settled in the setting. Staff benefit from supervision and guidance from leaders. Professional development opportunities help to build on their knowledge and skills and improve outcomes for children.
• Leaders are ambitious for all children. The improved curriculum supports children's development across all areas of learning. Staff find out about children when they start and plan for each child. Staff check children's understanding and build on what children know and can do. This helps children develop skills in preparation for their next stage in learning, including their eventual move to school.
• Partnership with parents is effective. Parents receive regular online and verbal feedback about their children's progress. They are invited to parents' meetings and open days. Parents comment that staff are dedicated and reliable. They comment that their children are happy, safe and developing well in the setting.
• Children's communication and language skills are supported well. Staff ask children questions and introduce new words during play. Children who speak English as an additional language have opportunities to use and hear their home languages. Staff use key words and visual cards to support communication. However, at times, during group activities, the background noise level impacts on children's ability to carefully listen and follow instructions, focus and concentrate on their learning.
• Children are physically active in the setting. They use wheeled toys in the garden and stretch as they dance to music they hear on the interactive board. Older children develop their small muscles as they hold and make marks with pencils. Young children enjoy using large chalks to mark make. Babies are encouraged to crawl and explore their environment, indoors and outdoors. Children learn to manage their personal needs, such as handwashing, and they enjoy a healthy diet. Babies begin to self-feed and grasp beakers. Children self-serve their food at mealtimes. However, curriculum planning does not always consistently ensure that children build on this learning to be able to understand the benefits of healthy food, exercise and good hygiene routines.
• Staff encourage all children to try new experiences and explore. Children show an interest in the activities on offer. They are confident and eager to join in. For example, children enjoy exploring their imaginative ideas and paint with their hands. They learn about height and numbers as they build towers and carefully count how many bricks they use. Staff encourage children to manage their feelings and regulate their behaviour, such as waiting until it is their turn.

What the setting must and should do next

The provider should:

• use everyday opportunities as they arise to support children's understanding of healthy lifestyles and promote good health
• support staff to minimise noise levels in the rooms during planned activities to fully enable all children to hear what is being said and concentrate on their learning.