Little Owls Nursery Chapeltown

What is it like to attend this early years setting?

Children are happy at this highly inclusive setting. Families enjoy a warm welcome as they cheerfully arrive. Parents say that children love their key person and are upset when the setting is closed. Children, families and staff develop kind, caring and respectful relationships. Parents comment that diversity within the setting is important to support children to learn about themselves. Children learn to value and respect their own and others' cultures, languages and identity. This helps children to understand what makes them special.

Staff put a high priority on children's emotional well-being, care and learning in the setting and at home. They provide high-quality, personalised experiences for children by working extremely successfully with parents and family support services. Children are calm, focused and deeply engaged in their learning.

Children's learning is carefully planned with parents so that it builds over time from when they start attending the setting. The curriculum is skilfully designed to support children's developing knowledge and independence skills and to spark their curiosity. Staff have clear expectations of what they want children to learn. Managers are dedicated to providing the highest-quality experiences for all children. During the COVID-19 (coronavirus) pandemic when the setting was closed, staff kept in touch with families by telephone and using the internet.

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

• Young children quickly learn to share and take turns. This is because staff are quick to respond and explain exceptionally well. Staff use very clear, precise speech and gestures to help children understand what is expected. Older children sort out problems independently. They think carefully and make sensible decisions without adult support. For example, children work out how to share scarves and ribbons so that everyone can enjoy 'dancing like butterflies'.
• Babies feel secure to happily explore the toys. Parents comment that staff treat babies with love and care.
• Children's behaviour at the dining table is impeccable. They chat quietly as they enjoy healthy meals together. The chef quickly adapts menus to take account of children's dietary requirements. Managers share information about healthy choices and portion sizes with parents.
• Children develop their physical skills through the many excellent opportunities the curriculum and environment offer. For example, older children build strength in their hands as they practise writing their name. Younger children develop control as they stack blocks to build towers. Babies curiously explore textures, shapes and sizes as they learn to hold objects. Children learn to take risks safely as they climb, balance and pedal outdoors.
• All children develop their communication skills exceptionally well, including those who speak English as an additional language. For example, babies play peekaboo while learning to babble to each other. Children are taught new words, such as the names of minibeasts they find outside. Staff give children time to speak and they listen respectfully to them. Staff's excellent use of expression and tone of voice help children to understand books and enjoy reading. This helps older children to guess which word comes next in the story.
• Children experience new, rich, cultural activities to broaden their understanding of the world. For example, children eagerly explore a familiar story with a ballet company and learn to move and dance expressively.
• The setting's work for vulnerable children and those with special educational needs and/or disabilities (SEND) is exemplary. Additional funding is used to ensure that children receive personalised learning of the highest standard in the setting and at home. Parents are provided with activities and ideas to support their child's individual learning. Parents' efforts are affirmed and supported by very knowledgeable, skilled staff. This means that children with SEND are extremely well included, feel safe and secure, and learn exceptionally well.
• Managers are inspirational and dedicated to achieving outstanding outcomes for all children. They are ambitious and ensure that practice is continually improving through carefully planned, focused professional learning. Managers value staff and have high expectations of them. Staff feel supported and appreciated. This leads to a highly motivated and skilled team that is dedicated to children achieving their very best.