Little Nightingales Day Nursery

What is it like to attend this early years setting?

Children show happiness across the setting. They enjoy a home-from-home experience provided by adults who give warm and nurturing care. The manager has created a curriculum that supports children well. They make consistent progress during their time at the setting. Children enjoy a range of experiences that support language and communication. They enjoy singing familiar rhymes and songs. They delight in listening to stories. Staff know the children well and understand what they enjoy and what they already know and can do. They plan a variety of experiences for children that build on this. For example, children made craft homes for the three little pigs as they had been learning about families and homes and wanted to extend their ideas.

Children have a good understanding and respect for nursery rules. They show respect for others and listen well to instruction. They enjoy their learning and show positive attitudes. Older children show perseverance in tasks. Activities keep children engaged for periods of time. They often return to the same activities. Since the start of the COVID-19 pandemic, parents have not been entering the setting. The manager has made sure that communication has remained effective.

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

• Children access a curriculum that helps to build on what they already know and can do. Staff have a good knowledge of the children, including their interests and next steps in learning. They use this information to deliver a range of experiences across the seven areas of learning. For example, babies who are learning to walk practise this skill regularly. This prepares them for the next stage in their education.
• Staff understand the importance of developing children's communication and language skills. Children are supported well to develop vocabulary. Across the day, staff use back-and-forth chat. This helps children to develop an awareness of communication. For example, when playing in the sand, adults talk to children as they play. They describe the sand as 'damp' and introduce words such as 'pat' as children fill buckets with sand.
• Children behave well in the setting. When minor disputes occur, staff remind children of the rules. Children remind their peers to say 'sorry' for pushing their friends. Across the nursery, children spend time concentrating on activities until they are happy with the outcome, for example when practising their cutting skills. They concentrate as they move the scissors with confidence. Once completed, they share their achievements with pride.
• The key-person system is effective. Children form secure and trusting bonds with adults. Younger babies experience home-from-home routines. They enjoy warm and nurturing care. Children are developing emotional security and show a sense of safety in the setting. Staff promote children's independence. They support children in managing their own needs. For example, older babies use cups instead of lidded beakers. This prepares them for the move to the toddler room. Older children pour water and put on their coats.
• Children with special educational needs and/or disabilities make good progress. Effective partnership working supports children. The special educational needs coordinator understands how to help children and their families, for example when creating education healthcare plans. As a result, children receive appropriate support.
• The manager has a good oversight of the curriculum and its effectiveness. She makes changes and improvements when needed. Staff access regular training. This links to improvements in the curriculum. Staff develop their skills and knowledge over time. This ensures that there are improvements in the curriculum. Staff feed back what they have learned to the wider team.
• At times, arrangements for transitions are not highly effective. For example, during mealtimes, children have to wait and become restless. At other times, children wait for adults to put beds away or open the doors to the garden. This results in less meaningful experiences for children's learning and development.
• Parents are happy. They comment that children make good progress with their learning, especially with their communication skills.

What the setting must and should do next

The provider should:

• develop the way that periods of transition are organised to ensure that children remain engaged in experiences that continually support their learning and development.