Little Owls @ Ainthorpe

What is it like to attend this early years setting?

Staff consistently demonstrate high levels of enthusiasm and are very responsive to children's needs. They plan activities that ignite children's curiosity about the world, both past and present. The older children learn about the life cycle of a dinosaur, starting from an egg. Children learn the meaning of new words, such as 'incubate' and 'hatching'. Staff ask children if they know other animals that begin life as an egg. This gives opportunities for children to share their knowledge and ideas and enhance their understanding.

Children have many resources to support their early literacy skills across the nursery. Staff build children's physical strength over time so that when they are ready they can hold a pencil effectively. The younger children enjoy using chalks to make marks on the ground. Older children write menus in their 'Chinese restaurant'. Staff encourage children to listen to different sounds that make up words. This supports children as they begin to learn to read in school.

Children behave really well. They learn to take turns and share popular resources. Staff support children to feel safe and secure, and they prioritise children's well-being. Babies quickly develop strong emotional bonds with their key person. They smile and reach out for cuddles, and staff are quick to respond. Staff show sensitivity with children who need more support at certain times, for example when it is time to stop playing and get ready for lunch.

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

• Staff observe and talk to children to find out what motivates them to learn. They plan the curriculum to support children's development across the areas of learning. For example, they teach children about the properties of different media and materials. Children gain the confidence to talk about things that they have experienced, for example how some things change permanently. Older children mix flour, oil and water together and discover that combining the ingredients creates dough. Staff explain that the dough can not be changed back to the original ingredients. Children gain an understanding of why things happen and how they might change.
• Nursery leaders focus on improving children's communication and language development, especially due to the impact of the COVID-19 (coronavirus) pandemic. Staff sing songs and rhymes, and children join in enthusiastically. Staff point out which words rhyme in stories they read. Children repeat these rhyming words and add their own to show they understand. However, staff do not consistently obtain information about the home languages of all children who speak English as an additional language. As a result, there is not a consistent approach in supporting some children with developing their home language in the nursery.
• Nursery leaders make good use of the additional funding they receive for children to improve their outcomes. The most recent funding has been used to build children's confidence and physical skills. The outdoor areas now include equipment that enables children to attempt new physical challenges, such as climbing a rope ladder. Children gain much satisfaction when they achieve something they have been trying to master.
• Parents spoken to during the inspection spoke about the 'fantastic' staff team. They describe the positive impact of the nursery's curriculum on their children's learning and development. Parents value the online learning journal completed by each child's key person. They know that staff welcome the information they share about what children learn at home.
• Nursery leaders do not always monitor the impact of how some planned group activities are organised and delivered. This means that children sometimes participate in activities that are not closely matched to what they need to learn next.
• Children with special educational needs and/or disabilities are very well supported. The special educational needs coordinator works closely with parents, staff and external agencies. She makes sure that any specific needs are quickly identified and children get the support they need. She checks that staff fully understand how to implement individual plans for children effectively.
• Staff make sure all relevant information is shared with school when it is approaching the time for children to move on. This helps schools to meet children's different needs right from the start. There are strong partnerships with the academy on the same site. Staff are also proactive in contacting other schools or settings that are welcoming children in the near future.

What the setting must and should do next

The provider should:

• review how the curriculum for all group activities is planned so it is appropriate for all children and builds on what they currently know and can do
• ensure that there is a consistent approach in supporting all children learning English as an additional language so that they can continue to develop and use their home language across the nursery.