Little Nick Nursery and Pre-School

What is it like to attend this early years setting?

Children are enthusiastic learners and relish playing in the garden area. Staff value the importance of children having the time and space outdoors to move and develop their physical skills. Children demonstrate how they run fast then kick and throw balls with staff, showing their development of good coordination skills. They enjoy balancing on logs and playing with natural materials in the mud kitchen. As a result, children benefit from fresh air and refining their movement skills.

Staff act as positive role models. They have high expectations for children's behaviour and remind children to be kind to their friends. To help children learn how to share and take turns, staff use effective strategies such as sand timers and a countdown to the end of the activity. As a result, children are learning to be patient and wait their turn.

Children with special educational needs and/or disabilities (SEND) are supported well. Staff use assessments to track children's progress and provide targeted support when necessary. Extra funding is used effectively to increase staff ratios to enhance learning experiences for children. Outside agencies visit the setting, and staff work with other professionals who share strategies to support children's learning. This ensures that all children can make good progress.

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

• The manager is passionate about the provision and the care it provides. He follows robust recruitment procedures and ensures that all staff complete an induction programme before they start working with children. The team works well together. Staff say they feel supported and enjoy working at the setting.
• Children are happy and content. There is a good key-person system in place that helps children settle quickly at the start of the day. Friendly staff provide a very warm welcome. They know the children well and communicate effectively with parents. Important information is shared at the start and end of the day to keep parents updated.
• Staff follow children's interests when planning to provide opportunities for learning. Children choose activities and staff follow their lead. For example, children ask to paint and help staff to prepare the activity. Children choose the paint and enthusiastically create their pictures. Some children write their name on their picture, showing good letter formation.
• Generally, staff support children's speech and language well. They listen to what children have to say and engage in meaningful conversations. However, at times, some staff are less confident in interacting with children and developing their language and thinking. For example, they do not always give children time to answer simple questions. This does not fully promote children's communication skills.
• Mathematical development is supported well. Staff use every opportunity to introduce numbers and count objects. For example, children know by sight the lower number value of dots on a domino, and staff help them count the higher numbers. Mathematical language is introduced during play, and children compare sizes, such as big and small. As a result, children are making progress with their mathematics skills.
• Teaching of literacy skills is good. Throughout the day, children enjoy reading books with staff in both the indoor and outdoor learning environments. They listen intently and remain engaged. Children are given books to take home to share with their parents. Staff encourage children to talk about the story, for example, they discuss their favourite part. This helps children foster a love of books and supports home learning.
• Children's fundamental physical skills are developing well. The youngest children have a dedicated play area in the setting to keep them safe. Staff provide plenty of space for young children to move around freely and develop their walking skills. During mealtimes and under supervision, the youngest children are encouraged to feed themselves to develop their independence skills.
• Staff support children effectively as they transition to school. For example, they share relevant information with schools to help children settle. However, they have not put effective arrangements in place to communicate with other settings that children attend, to share information about learning and care needs. This does not fully support children to experience a consistent approach.
• Hot nutritious meals and healthy snacks are provided by the setting. Staff follow relevant guidance to ensure their menus are of good nutritional value and provide children with a balanced diet. Staff teach children about oral health. For example, they provide toothbrushes and toothpaste for children to practise brushing on toys. This helps children learn life skills and promotes following hygiene routines.

What the setting must and should do next

The provider should:

• support staff to strengthen the quality of interactions with children to consistently promote children's communication skills
• review and improve systems for working with other providers children attend, to provide a more consistent approach to support their learning and development.