Little Owls Day Nursery

What is it like to attend this early years setting?

Children quickly settle into nursery life. There are robust induction arrangements that enable staff to meet the needs of new children. Staff value the information that parents share about their children's care and routines at home. The baby room is carefully designed as a home-from-home environment and staff personalise every baby's day according to their individual needs. When it is time for children to move on to a new room, staff are very flexible. They know that some children may need more time to settle. They ensure that children have time to become confident with their new surroundings.

Children behave well and demonstrate friendly behaviour towards others. They play together, sharing resources and learning to take turns. Staff are good role models, who are consistently calm and caring with children. Children are very motivated when they spend time outside. They develop the confidence to try new physical challenges, such as navigating across large tyres. Staff are on hand to offer just the right level of support. Older children demonstrate their understanding of nursery's rules. They know they must ride bicycles and scooters in a designated space, to ensure everyone's safety.

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

• Nursery leaders have implemented a curriculum that successfully builds children's knowledge over time. They provide many opportunities for staff to access training to support them in their teaching roles. Staff are keen to introduce ideas which they have gained from their training, such as different ways to use books and stories. The whole staff team wants the very best for children and their families.
• Children enjoy a good range of nutritious meals and snacks through the day. They makes choices, for example, about which fillings they want in their sandwiches. Children sit together at these times in their designated rooms. They get to know each other and enjoy the social benefits of eating together.
• Staff develop children's early literacy skills over time. They sing nursery rhymes to babies, encouraging them to join in. Staff read books that children have brought from home. Children are keen to say the words and phrases they have learned from their favourite stories.
• Parents say that the nursery serves an important role in the community. They praise the consistently warm welcome they get from staff. Parents are confident that their children are safe and happy in nursery. They value the regular updates which they receive about their children's achievements.
• The daily routines are very familiar to the older children. This gives children a sense of security as they know how the day is organised. However, some routines, such as snack time and outdoor time, result in children having to wait around for others to get ready. Some children become quite restless at these times.
• Staff build strong learning partnerships with parents. They regularly ask parents to share information about children's interests and development at home. Staff use this information, with their own assessments, to identify what they want children to learn next. Children make good progress over time and acquire a solid foundation for their future learning at school.
• Staff support children with special educational needs and/or disabilities effectively. They work with parents and relevant services to identify what additional resources are needed. Children get extra support in a timely manner so that they can continue to progress well in their learning.
• Children become increasingly independent at managing their self-care needs, such as washing their hands and putting on coats. The rooms and outdoor areas are well organised to help children to know where different resources are located and can access them easily. Children show much involvement and enjoyment in their self-initiated learning.
• Staff's interactions with children generally support children's all-round development. However, at times during the day, the levels of noise in some rooms creates a barrier to the quality of these interactions. Some children find it difficult to concentrate because they are unable to hear what is being said to them.

What the setting must and should do next

The provider should:

• review the organisation of daily routines to identify ways to minimise the waiting times for children so that they can continue to be involved in their learning
• monitor the levels of noise in rooms throughout the day so that children can concentrate fully and continue to develop their listening and attention skills.