Little Oaks Day Nursery

What is it like to attend this early years setting?

Children are happy and eager to attend this warm, nurturing and well-organised nursery. They build secure relationships with the kind and responsive staff and quickly engage in their chosen play. The nursery delivers a broad and well-sequenced curriculum that supports children's developmental needs. Staff understand children's learning goals and provide targeted support to help them progress. They work closely with parents and other professionals to ensure that children receive the support they need.

Babies develop strong physical skills as they eagerly explore the inviting learning environment. They build core strength by crawling up steady inclines and pulling themselves up on furniture into a standing position. Staff offer praise and encouragement to support a 'can do' attitude from a young age. They provide support to early walkers, holding their hands to help them balance when taking steps. Older children understand the daily routine and listen well to instructions from staff. They show good independence skills and competently manage their self-care, such as dressing themselves for outdoor play. Children behave well. They play cooperatively with their friends and are learning to share and take turns. For example, they pass around magnifying glasses while searching for insects in the garden and take turns navigating the stepping stones.

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

• Staff monitor children's learning and development closely. They work in partnership with parents to gather children's ongoing interests and areas for development. Staff use this information to deliver a curriculum that supports children's individual needs. They complete termly assessments to monitor children's progress and identify any emerging gaps in learning. Staff seek guidance from other professionals, such as the inclusion team, to ensure that every child receives tailor-made support and makes the progress they are capable of.
• Staff create an inviting learning environment with a variety of resources to support children's interests, both indoors and outdoors. However, they do not always fully consider the organisation of some spaces and resources. At times, older children find it difficult to engage in their chosen play, such as the sand tray and workbench, because they are overcrowded with children and difficult to access. This limits opportunities for them to engage in purposeful play and impacts on the quality of their learning.
• All children benefit from regular opportunities to engage with books, stories and rhymes, enriching their language development and promoting a love of literacy from an early age. Children show positive attitudes to learning, and these sessions are an enjoyable part of the nursery routine. Children join in at mealtimes with 'please' and 'thank you' songs and use props and actions during group song time. While staff work hard to promote children's communication, they sometimes lead conversations too much. They do not always allow children enough time to think, process and express their own ideas to help them build confidence and expand their vocabulary and language skills.
• Children demonstrate good problem-solving skills and make connections to their prior learning. They independently complete puzzles, applying their knowledge of colours, words and pictures. For example, children recognise that an elephant is grey before finding the correct puzzle piece. Older children think critically and test their ideas, such as adding water to sand to build sandcastles.
• Leaders and staff collaborate to enhance the curriculum and build connections with the local community. Staff take babies out on walks to explore the local area. Older children actively participate in charitable activities, such as delivering donations to the food bank. Leaders invite parents and professionals to educate children on topics such as healthy living and the importance of regular tooth brushing. Children engage in a range of physical activities. They join in with group rugby sessions and develop emotional well-being through experiences with animals. For example, they benefit from regular visits from Gizmo, a therapy dog, which helps support their social and emotional development.
• Leaders value and support all staff, prioritising their personal well-being. They offer assistance with personal circumstances and provide access to well-being initiatives, such as the hospital's on-site '2020 Hub'. Staff benefit from regular supervisions, staff meetings and opportunities to attend various training sessions to enhance their skills. Staff morale is high and fosters a happy working environment that, in turn, has a positive impact on children.

What the setting must and should do next

The provider should:

• enhance the organisation of activities to ensure all children can fully engage in purposeful and meaningful play
• provide children with more time during group activities to think, process and express their own ideas, to further build their confidence and expand their vocabulary and language skills.