Little Meadows Nursery

What is it like to attend this early years setting?

Children are happy and settle swiftly on arrival. This is due to the warm and friendly greetings that staff and other children provide. Staff develop strong relationships with the children. They take time to get to know each family and what children like to do. They particularly go out of their way to find out what captures children's imaginations and attention. This helps children to feel safe and secure. Children develop positive attitudes towards their learning. They enjoy sharing these experiences with their friends. For example, children delight in the hairdresser's themed role play. They play cooperatively as they pretend to style one another's hair and chat among themselves. Staff are responsive to the children's interests, as this play develops into children using the brooms to pretend to be witches and making potions.

Leaders want all children to have the very best experiences they can. Staff encourage the development of learning through innovative and fun activities. Children relish these experiences, which help them to become ready for future learning. For example, children explore many sensory experiences, as they are curious to find hidden treasure in a trunk filled with sand or feel the squishy texture of play dough and paint. They delight in moving paint brushes around and strengthen their small-finger muscles in preparation for holding writing equipment. Older children use their mark-making skills to create pictures to reflect meaning. They receive consistent praise for their efforts and achievements and are proud to take their artwork home.

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

• The manager, who is also the owner, and her staff team work well to provide children with a good start to their learning. The curriculum centres around the children's interests and their individual needs. This builds on what they already know and can do.
• There have been some recent changes to the staff team. Leaders continually evaluate the setting, are ambitious and have a clear vision for providing inclusive care and education. Overall, staff are supported through thorough induction, probation and supervision sessions. However, the ongoing coaching and mentoring of staff does not focus enough on strengthening the quality of teaching implementation to even higher levels.
• Staff teach children to become increasingly social, independent and resilient. Staff make the most of routines, such as snack and lunchtimes, to encourage children's social skills and confidence. Children follow good hygiene routines, prepare their own snacks, pour their own drinks, and are given the time to develop their confidence in putting on their own outdoor clothing.
• Children learn to behave well. They show consideration of others and good levels of self-control, even if they encounter difficulties or challenges. Staff are kind, caring and children respond to them well. Staff praise children for making good choices, for instance, when children agree to share toys. They encourage children to learn how to keep themselves safe, and provide positive reminders, such as using their 'walking feet' inside.
• Overall, children's language and communication is supported well. Staff support children's enjoyment of books in all activities. Children eagerly repeat familiar words and describe the characters or objects that they see. They recall previous learning as they talk about a witch and her cat travelling on a broomstick. However, there are times during mixed ability language activities, when the group becomes too large and some children become distracted as they are unable to hear. This does not enable all children to become effectively engaged.
• Children develop good physical skills. They benefit from fresh air and exercise as they excitedly play chasing games or refine skills, such as throwing balls and hoops. Staff support children to climb, balance and take risks within a safe environment.
• Children, including those with special educational needs and/or disabilities, receive good support to meet their needs. The special educational needs coordinator works with staff, parents and other professionals to help identify where children may need additional support. They put plans in place to help them succeed. All children gain the skills they need to be ready for their next stage of learning.
• Partnerships with parents, schools and other professionals are a strength. Parents speak highly of the support and care that they and their children receive. Staff work closely with parents to ensure they are fully involved in children's learning. This collaborative approach helps to support children's development.

What the setting must and should do next

The provider should:

• build on the arrangements for coaching and mentoring staff, to strengthen teaching skills so that every opportunity is made to extend learning experiences for children
• review the organisation of group-time activities to ensure it is appropriate for the learning and encourages all children to be more actively involved.