Little Oaks Nursery Selsted

What is it like to attend this early years setting?

Children settle quickly and feel secure in the warm, friendly environment. They are confident and independent learners. For example, children expertly adapt different resources to extend their superhero play. Staff establish strong bonds with the children and are always close by for a reassuring cuddle when needed.

Children learn about the local community. They explore the woods and go on visits to the farm shop and garden centre. Children are keen to choose plants and seeds for the nursery garden. Staff encourage children to make comparisons as they look at the different size and shape of the seeds as they plant them. Children are excited to see that the sunflowers they have previously planted have started to grow.

Children explore the sounds that letters make. They search for objects beginning with the sound 's'. The children talk about how 'sunflowers', 'snakes' and 'squirrels' sound the same. Children develop their communication and language skills while learning about nature and how things grow.

Children's behaviour is good and appropriate for their age. They enjoy the broad range of well-planned activities and are learning to work in teams and support each other. For instance, they take turns to fill a cup with water and pour it down the guttering into a large container. They develop their problem-solving skills as they work out how to move larger quantities of water around the garden, using a wheelbarrow.

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

• Staff are positive role models and provide children with warm praise for their achievements. They encourage the children to take managed risks in their play. For instance, children enjoy playing with friends as they take turns to show how quickly they can climb to the top of the slide. They jump, balance and run around as they become aware of the space around them. Children develop their muscle strength as they practise their physical skills.
• The manager and staff have established good partnerships with parents. They have put in place supportive settling-in procedures to ensure that children receive the comfort and care they need when starting at the nursery. Staff continue to strengthen the relationships with parents by using a range of communication methods, including face-to-face meetings, online information and regular newsletters. Parents say that they appreciate the ideas staff share to help to support their children's learning at home.
• The manager works closely with other professionals to help to support any children with special educational needs and/or disabilities. She has made good use of additional funding to support children's social interactions and language skills. For instance, staff have received additional training in sign language and carry out focused activities with children to boost their speech, language and communication. This helps children to build relationships and develop their confidence.
• Staff have high expectations for all children's learning and have a secure understanding of the curriculum. They plan activities which encourage children to explore the environment. For instance, some children use magnifying glasses to find bugs in the soil. Others use a variety of tools to fill containers with water bead, which develops their hand-to-eye coordination. However, the way in which staff plan large-group activities does not always focus children's interests and motivate them to learn.
• The manager is dedicated to developing and continually improving the nursery. She understands the importance of supporting staff through regular training opportunities and by monitoring their well-being. For instance, staff who have completed training events cascade the information to colleagues during staff meetings. The staff work well as a team and have the wider family community of other settings within the organisation to make use of, to help them develop their practice.
• Staff encourage children to explore their senses as they develop their imaginary play. For example, they provide them with shaving foam to use as the ice cream on top of their cones. Children explore colour as they add paint to change the colour of the foam. Staff talk to the children about what they are doing and have a clear intention for learning. However, they do not consistently provide a higher level of challenge to older children to help further extend their knowledge and skills.

What the setting must and should do next

The provider should:

• review the planning of large-group activities and help to ensure that all children remain focused and engaged
• continue to support staff to improve their skills and knowledge, to help them make the most of opportunities to further extend older children's learning.