Little Owls Nursery Parklands

What is it like to attend this early years setting?

The inspirational managers and dedicated staff provide a very welcoming, inclusive environment where all children thrive. Leaders and managers think carefully about the curriculum they provide for the children who attend the nursery. They sequence the curriculum effectively and build on what children know and can do. Staff consider children's starting points and individual needs. They use this knowledge to plan suitable activities to support children's individual learning. All children, particularly the most disadvantaged and children with special educational needs and/or disabilities (SEND), make rapid progress.

Staff provide a strong focus on encouraging children's personal development and gaining a sense of self-worth. They plan activities to develop children's self-esteem and independence. Children self-register and answer a 'question of the day' on arrival. Staff plan a range of activities that encourage children to explore their understanding and curiosity, such as enabling children to explore the powder paint. Children sprinkle it between their fingers and use their hands to create a picture. Staff then teach children the steps needed to mix the paint with water. Children are happy and have a positive attitude to their learning.

Staff develop extremely positive relationships with children and their families, starting at the home visits. They find out about their home life, experiences and interests. This helps children to feel safe and secure from their first day at nursery. Staff know children very well. This helps staff to support children's learning in a positive way. For example, when children display a need to throw objects, staff quickly identify this need and provide alternative, safe objects to throw. Children take delight in throwing a piece of material up in the air. Children show high levels of engagement as they practise this skill in a safe way.

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

• Staff are highly engaged with children. They are skilled in supporting children's communication and language development. Staff have a clear focus on the language they use with children. They speak clearly and concisely. Staff use key words with children who are developing their language. They plan the rhymes and a 'book of the month' that they want children to learn. Staff read and sing songs with children throughout the day. Children repeat the language they hear. They speak with increasing confidence and fluency.
• Support for disadvantaged children and children with SEND is outstanding. Staff quickly identify any additional needs or the support children may need, and swiftly put plans in place. The setting uses additional funding effectively to give children a wide range of experiences. Staff work closely with parents, schools and other agencies to ensure that children receive the best possible outcomes.
• They teach children, who may need support during the day, to use individual visual timetables. Children learn to use these effectively. This helps children to follow the routines of the day and know what is happening next.
• The setting values and celebrates children's identity. Staff celebrate children's family life and individual circumstances. They display photographs of children and their families throughout the nursery. Families are welcomed into the nursery. They look through the family albums and see their home languages displayed on the notice boards. Children and families feel valued and respected.
• The setting supports children's mathematical skills very well across all ages. Staff expertly weave mathematical language and concepts into all aspects of children's play. They model counting 'one, two, three' as children wait to jump off the climbing frame. Staff ask questions to encourage children to think of solutions. They introduce new concepts, such as floating and sinking, as children explore the objects in the water tray.
• Staff plan effective transitions. They complete home visits and plan visits to the rooms in nursery. Key persons share the information about children with new staff. They work closely with schools to support children. Staff plan activities to help children understand what to expect at their new school. For example, children practise wearing the school uniform. Staff display pictures of school staff and the new environment in the role-play area. This helps all children to gain the skills and resilience they need when moving on to a different room or school.
• Effective supervisions support staff's professional development. Managers effectively evaluate staff practice. Where areas of development are identified, managers put in place robust support and training to ensure that all staff develop effective teaching skills. Managers identify key training needs from their evaluations of the nursery.
• Staff involve families in all aspects of the nursery. They share information about children's development and give advice on how to support children's learning at home. Staff listen to parents and involve them in their child's development. Parents feel that they have a voice.
• The provider previously notified Ofsted about a significant event that resulted in a breach to the requirements regarding the safety and suitability of premises. The provider has taken appropriate action to ensure that the premises are safe and secure.