Little People Day Nursery Goose Green

What is it like to attend this early years setting?

Children arrive at nursery happily and staff support them to follow familiar routines. They are warmly greeted by nurturing staff, who know them well. Babies reach out to their key workers for cuddles. Parents and carers comment on how 'easy' it feels to leave their babies with staff, who they clearly trust. Children greet each other with hugs and smiles. Staff read stories and sing nursery rhymes with children. This welcoming atmosphere helps children settle quickly and begin their day.

Leaders plan an ambitious curriculum based on children's interests and individual needs. Staff build on what children already know and can do and provide meaningful activities. For example, after a group discussion about sandcastles, staff add different-sized buckets and spades to the sandpit. Staff encourage children to use and build the muscles in their arms, such as using the tools.

Children are curious and eager to learn. Staff plan engaging and exciting experiences that encourage positive attitudes to learning. For example, while watching a bath bomb dissolve, staff and children use new vocabulary to describe what they see. Staff extend children's learning further by encouraging them to use magnifying glasses to observe the changes up close. This hands-on play helps children talk about their learning and share their ideas.

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

• The curriculum is carefully planned by leaders to meet the needs of all children. Staff work with parents to build on children's needs, interests and experiences. They identify gaps in children's learning and address these through thoughtfully planned activities. For example, staff followed up on children's visit to the farm with relevant books and small-world play in the nursery. This approach helps children to make meaningful connections and build on what they already know.
• Leaders have a strong understanding of how to support children's physical development. They purposefully and clearly sequence children's development in this area across rooms. In the baby room, staff provide a safe space for tummy time, rolling, climbing and cruising. Toddlers explore the well-resourced dough area, using their arm and finger muscles to press, roll and pinch. Children in pre-school develop their pre-writing skills using a variety of mark-making tools. Outdoors, children paint using different-sized paintbrushes in water. As a result, children's physical skills are strong.
• Children's communication and language development is a priority across the nursery. Staff model language well and introduce new vocabulary. For example, babies repeat words they hear from staff during their play, such as 'one more'. There is a constant and vibrant buzz of conversation between staff and children. However, not all staff intervene at appropriate moments during child-led play.
• This sometimes disrupts children's concentration and reduces their engagement in their play and learning.
• Staff recognise the importance of supporting children to regulate their emotions. They plan weekly yoga sessions to help children learn to manage their feelings and understand how their bodies feel. Each room has a quiet space, where children can relax with sensory toys or look at family photos. This focus on children's well-being results in well behaved and happy children.
• Children have plenty of opportunities to develop their independence. They use daily routines, such as toothbrushing and handwashing, to support children's personal care skills. Staff set high expectations, creating calm and sociable mealtimes. Babies sit together and are gently encouraged to use spoons. Toddlers pour their own drinks with support. Pre-school children collect their own plates and cutlery. These routines help children to feel capable and responsible for themselves.
• Leaders provide opportunities for parents to be involved in their child's journey, such as stay-and-play sessions. Staff use these sessions to model effective play and interactions, such as reading stories together. Parents comment on the useful ideas they receive to support children's learning at home. This continuity in learning contributes to the good progress children make.
• Children enjoy outings to places like the swimming pool, theatre and hairdressers. They also learn about events, such as the World Cup and the Queen's Jubilee. These experiences build on children's understanding of the world. However, staff do not plan consistent opportunities for children to explore other cultures and lifestyles beyond their own community. As a result, children have limited opportunities to learn about diversity and are less prepared for life in modern Britain.

What the setting must and should do next

The provider should:

• help children to remain deeply engaged and sustain their focus during meaningful play, such as by supporting staff to recognise when to intervene and when to step back
• provide children with more opportunities to learn more about different cultures and communities, to strengthen their awareness of diversity and prepare them for life in modern Britain.