Little Peeple Nursery

What is it like to attend this early years setting?

Leaders and staff successfully create an extremely caring and nurturing nursery. Children settle quickly after they are enthusiastically welcomed by friendly and consistent staff. Children are happy, learn to listen carefully and establish strong relationships with their key person. Staff organise activities that excite children. Children join in with games and follow adult instructions intently. Laughter and fun are shared as children squeal with delight when they work together to lift a parachute up and down and side to side.

Leaders have a clear vision that runs through all that is provided for children and their families. They recognise the importance of strong relationships around each child as essential in enabling them to develop their potential. The team works collaboratively with families to find out what they already do for their child and uses this as a foundation to do more together.

Staff are excellent role models for communication and language. They create a focus on fostering a love of books. Children enthusiastically choose books, which they share with their friends. They enjoy chatting to adults, who skilfully introduce words and provide running commentaries alongside play. This contributes to children developing a broad vocabulary and becoming confident communicators.

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

• Leaders have high expectations of staff and, through ongoing self-evaluation, implement changes to develop the quality of care and education. Staff benefit from effective supervision. Training is used to deepen knowledge and prepare staff to take on new responsibilities. For example, leaders have introduced 'lead roles' to motivate staff to take additional responsibility for areas, such as health and safety.
• Staff have introduced a detailed curriculum that offers sequenced learning over time. This provides clear progression for babies through to when children start school. Staff have clear intent of what they want children to learn and do. They use this to plan interesting activities that children are eager to join in with.
• Individual and small-group activities are well planned and adaptations are included to make these harder or easier to ensure that each child is suitably challenged. However, the organisation of whole-group times is sometimes less-well considered. For example, some children begin to lose interest as they have very familiar experiences as staff do not always recognise when to introduce new learning.
• Leaders are equally ambitious for all children. They support staff to identify any gaps in children's learning and work with families to put individual plans in place. Staff precisely plan and implement targeted sessions with children and encourage the same ideas to be completed at home. As a result, all children, including those with special educational needs and/or disabilities and those in receipt of additional funding, make good progress.
• Staff have high expectations of behaviour, providing children with reminders of what is expected. For example, they use effective methods to help children understand how to listen, share and take turns. As a result, children cooperate, behave well and develop good social skills. They respond to adults, develop confidence and become independent learners in readiness for moving on in their education.
• Staff teach children about the importance of a healthy lifestyle. For example, there is a strong focus on healthy eating and oral health. Children also benefit from a wide range of physical development opportunities inside and in the large garden areas. They are encouraged to run, jump and twist. Staff understand the importance of providing risk and challenge. For example, younger children develop strength and stamina as they push wheeled toys up and down a grassy bank.
• Partnership working with parents is a particular strength at the setting. Each child is assigned a key person who quickly forms a secure and nurturing relationship with them. Leaders view it as essential that children's intimate care is provided by their familiar adult, to help them feel secure when they first start. Staff communicate effectively with parents to provide consistency in care and learning. For example, staff provide parents with tips and ideas to support children at home. Feedback from parents is extremely positive about the progress their children make.

What the setting must and should do next

The provider should:

• strengthen the planning and implementation of group times.