Little Oaks - Ashford

What is it like to attend this early years setting?

Children enjoy playing and learning in a carefully planned environment which has been well thought out by staff. The layout and content of each room enable children to play independently and select the toys they wish to play with. The outdoor area sparks children's curiosity and allows them to further their understanding of the natural world. For example, children help care for chickens and grow their own flowers and plants in the nursery garden. Babies, toddlers and pre-school children all have the opportunity to progress in their physical development. Staff recognise the importance of strengthening children's core strength through climbing and physical activities. Children can also take part in children's yoga activities that are led by staff.

Children play well with one another and enjoy asking friends to join in with their games. Staff support children's behaviour by helping them to resolve problems and encouraging turn-taking. Children feel safe and secure and form close bonds with staff members. Staff recognise when children need cuddles and reassurance and settle them to sleep in their cots. Mealtimes are a chance for children to develop their social skills and take part in conversations with staff as they eat. Staff teach children how to take care of their personal hygiene and show them how to wash their hands properly after playing in the garden and before they eat.

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

• Managers and staff ensure children are ready for each stage of their learning. Managers consult with staff and parents about when they feel children are ready to transition between rooms at the nursery. This is based on children's individual needs and abilities and supported through play visits to the new room with their key person. Staff talk to children in the pre-school room about starting school and communicate well with local schools. This enables schools to be well informed about the children and fully understand their needs.
• Overall, staff understand the importance of communication and language and how to develop children's vocabulary. Staff sing nursery rhymes to children from an early age and repeat simple vocabulary which children repeat. However, at times, some staff are less confident in interacting with children in meaningful ways during their play. This does not fully support children to consistently build on their language skills.
• Managers plan an ambitious and clearly thought-out curriculum. Staff plan for children's starting points and allow children time and practice to embed new skills. For example, children use scissors to make small snips in paper and play dough, then develop this into cutting out as they move through the nursery. Staff understand children's fine motor skills and provide larger chunky chalks for children to mark make and then move on to finer pens and pencils as they get older.
• Overall, children are familiar with their routines and understand their daily timetable. Staff sequence and plan activities to capture children's interests and engage them in learning. However, at times, children cannot fully engage with their learning as it is planned during transition times. For instance, children listen to a story while getting ready for lunch and miss part of the story.
• Children with special educational needs and/or disabilities are well supported. The special educational needs coordinator works with outside agencies and parents to provide children with any additional help they may need. They work incredibly hard to ensure children have the correct plans in place and attend meetings to provide evidence that may be needed.
• Partnerships with parents are positive. Parents communicate with staff and share information through an online system or face-to-face conversations. Staff talk to parents about their child's day and also share observations and invite them to parent evenings. The nursery welcomes involvement from parents and includes photographs of children at home as part of their displays. This creates a link to home for children and encourages them to talk about their experiences at home. Parents comment on the good progress children make and come home talking about their day.

What the setting must and should do next

The provider should:

• support staff to develop their confidence in consistently extending children's communication and language skills
• review and improve the organisation of transition times to minimise disruption to children's learning experiences.