Little Marvels Nursery - Rosedale

What is it like to attend this early years setting?

Children are welcomed into this nurturing setting and settle quickly. They develop attachments to staff and build secure bonds. Children look for staff for comfort and reassurance. Staff focus on children's strengths and achievements. They create a positive environment, where all are celebrated. Children are proud when they do something well and staff value, praise and recognise this by adding the special moment to the 'wow wall'.

Staff know their children well and organise the inviting environment to support their development effectively. They track and monitor children's progress and plan specific activities that support learning. Children have a strong sense of belonging and staff ensure they develop the skills to transition smoothly into each room and are always ready for the next stage.

Children benefit from an embedded routine, and they know what is happening next. They enjoy special groups times, where they sing 'hello' songs and learn each other's names. They are given opportunities to make choices about the songs they would like to sing and are building a lovely repertoire. By the time they are in pre-school, children have grown in confidence, they announce their song to the group and sing and join in enthusiastically.

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

• Children are developing positive attitudes towards their learning. They can explore and select resources and use their own ideas. They maintain attention as they explore the sand, filling moulds and saying 'ta-dah' as they lift the moulds in excitement. Children spend time building towers and counting their bricks. They show excellent fine motor skills as they use a variety of tools and cutters to create imaginative play dough sculptures.
• A love of reading is promoted and embedded across the nursery. Staff read stories in an engaging way. Babies listen intently as they use animal puppets and make the animal sound. Children are immersed in stories and enjoy a book of the month. They retell the story and learn new vocabulary.
• Care routines are warm, and staff are organised and calm. Children are growing in independence as they wash their own hands, put on their coats and serve themselves lunch. Children are supported to live a healthy lifestyle and are encouraged to try new foods each day. Mealtimes are calm, and children enjoy a hot, nutritious lunch.
• Children are confident communicators and express how they are feeling. Staff are good role models for language, they repeat vocabulary and teach children new words, meaning all children, including those who speak English as an additional language, are making good progress. They consistently encourage conversation during children's play. However, some staff do not use open-ended questioning or focus on the learning, meaning it is not always extended and some opportunities are missed.
• Children behave well and treat each other with respect as they use their 'kind hands'. Staff support behaviour by explaining and helping children to solve problems. Children listen to each other and have lovely manners. They wait for their turn, share what they are using and follow instructions.
• In the garden, children explore a climbing frame and sandpit, they engage in vertical mark making and jump around like jellybeans. Older children are excited to go on a nature walk and enjoy exploring the local area. However, staff do not always plan enough physical experiences to extend and develop children's gross motor skills fully.
• Parents speak highly of the staff at the nursery and how well they settle the children. The communication is good, and parents know what their children are working on and how they can support them. Parents benefit from daily updates and more formal parent consultations. They engage in special events and cultural celebrations with their children and are invited into nursery to share experiences and learning.
• Leaders and managers are dedicated to ensuring relationships are strong and staff well-being is a priority. They work as a team to reflect and improve outcomes for children. They seek advice from other professionals and make referrals to make sure all children, including those with special educational needs and/or disabilities, are supported and making progress.

What the setting must and should do next

The provider should:

• provide and plan further opportunities for children to practise and develop their gross motor skills
• improve staff's teaching skills even further by providing specific training that helps them to extend learning effectively and make the most of all learning opportunities.