Little Memories

What is it like to attend this early years setting?

Children enjoy an ambitious and carefully planned curriculum at this inspiring nursery. Staff know all children who attend extremely well, and have an in-depth knowledge of what they want children to learn and how to implement their next steps. Children build strong and trusting relationships with staff. Staff strive for the best outcomes for all children and they have the highest expectations for them. Children with special educational needs and/or disabilities do not encounter any barriers to their learning journey. All aspects of the nursery experience are inclusive and available for these children. For example, children have daily access to the garden, climbing equipment and slides. Staff skilfully adapt and tailor the activities to each individual child's needs. This means all children feel highly valued, secure, and happy.

Every opportunity is used to teach children. Children are always fully engaged in activities and learning. Their behaviour is exemplary. Children are kind, courteous and respectful to their friends and staff. Even the youngest children say 'more please' at snack time. Children are inquisitive learners, and this is nurtured by enthusiastic staff. Pre-school children learn important life skills about stranger danger. Their excellent knowledge is evident when they all recall that they must 'only speak to a person at the till' if they get lost in a shop. They know not to go with a stranger and they repeat 'no, I do not know you' when asked what they would do in this situation. They demonstrate a sound understanding of how to keep themselves safe.

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

• Managers are passionate about the future vision and progress of the nursery. They reflect deeply on current practice, and work closely with the owner to make improvements to the nursery. Staff are highly qualified and prioritise their own professional development needs. This means the quality of teaching is exceptional, and has a profound, positive impact on what the children can remember and do. Children therefore make rapid progress from their starting points.
• Children explore hands-on learning experiences which sparks their natural curiosity. Staff introduce new words like 'explode' and 'erupt', as children watch a volcano experiment with soda and mints. Staff nurture children's problem-solving skills by asking for predictions about what they think will happen next. Children watch intently and in awe as the bottle overflows. Children talk about it 'fizzing' and say it looks like 'lava'. Children are extremely confident communicators. They have a wide and varied vocabulary.
• Staff implement a highly effective system to support children with allergies and dietary requirements. Colour-coded plates are used for different needs. This means children are kept safe and it reduces the risk of cross-contamination.
• Parents speak extremely highly of the nursery. They say the staff are fantastic and welcoming. Parents praise the support they were given throughout the COVID-19 pandemic, when staff shared information regularly on an online platform. They kept in touch with children to support their learning, even when they could not attend the nursery.
• Children learn a love and deep respect for books. Staff passionately explain why children must care and look after books. Children learn that they must put books away after reading them and turn the pages carefully to stop them 'ripping'. Staff are inspiring story-tellers. This means even the youngest children want to pick up books and look at them, which promotes their literacy skills.
• Children learn a variety of fun ways to help them to stay healthy. Staff use a puppet, called 5-a-day Faye, at lunchtime to talk about what fruit and vegetables the children should be eating. Staff focus on the importance and impact of good oral health. Children explain what happens if they do not clean their teeth. Children say 'they will turn yellow and fall out. This will make us sad'. Staff always repeat the learning message back to the children so that it strengthens their understanding.
• Staff support children with English as an additional language by working closely with parents to learn words in both languages. Staff provide families a wide variety of ways to continue learning at home. For example, younger children take home 'Benji Bear' and his suitcase. Children document their adventures and practise cleaning his teeth. Older children begin homework, and parents report how well their children are prepared for their transition to school.