Little Pips Nursery

What is it like to attend this early years setting?

Children arrive happy and are greeted by friendly staff who know them and their families well. They settle promptly into the homely environment and quickly engage in their chosen play. Children behave well. They are aware of staff's expectations and of the nursery's golden rules. For example, children remember to use their 'kind hands' and work together as a team to tidy away resources when they have finished playing.

Staff plan a well-sequenced curriculum that prioritises children's interactions and independence skills. Babies benefit from reassuring cuddles as staff gently sing familiar songs and rock them in their arms. They respond well, making eye contact and smiling at staff as they play age-appropriate games, such as peekaboo. Young children display a love of stories and rhymes and spend time independently looking at story books. They handle books carefully and demonstrate good early vocabulary. Young children accurately name animals, such as 'pig' and 'duck', making their associated sounds. Older children show kindness and consideration to their younger peers. They enthusiastically play 'peepo' with babies through the door. Children display curiosity as they investigate coloured snow and dinosaurs. Staff support them to engage in meaningful discussions that support their understanding of the world. They actively support their language development by asking thoughtful questions and expanding conversations. For example, children and staff discuss why snow melts.

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

• Staff gather information from parents during induction to understand children's starting points and identify their next steps in learning. They regularly observe and assess what children know and can do, using this information to plan for future learning. However, for some children, the next steps that staff identify are not always developmentally appropriate or specific enough to build on their existing knowledge and skills to support them to make the best possible progress.
• The learning environment is generally good, with age-appropriate resources that are accessible to all children. Staff provide them with daily routines to help children feel secure and supported. However, they are not consistent in adapting the environment and their teaching to fully meet children's individual needs. Staff do not always make best use of the available space to separate children. At times, high levels of noise make it difficult for some children to engage and learn in a calm and focused environment.
• Staff support children's personal development. They take babies on daily walks in the community, helping them explore their surroundings and develop social awareness. Staff promote independence and respect, seeking permission before wiping children's noses. They encourage good hygiene practices, such as handwashing, helping children build healthy habits that support their health and well-being.
• Leaders continuously reflect on the quality of care and education children receive at the nursery and create action plans to drive continuous improvement. They actively seek the views of parents and staff through questionnaires and promptly act on feedback. Staff benefit from professional development opportunities and regular staff meetings to promote their professional growth and enhance their practice. New staff benefit from an effective induction that helps them integrate smoothly into the team.
• Staff provide targeted support to children with special educational needs and/or disabilities (SEND), ensuring that they receive the necessary help to make the progress they are capable of. They make timely referrals and collaborate with parents and external agencies, such as the inclusion team, to ensure consistent support. Additional funding is effectively used to meet children's individual needs by purchasing resources that reflect their interests.
• Older children are provided with additional activities to develop their listening and attention skills in preparation for the transition to school. They demonstrate good early literacy skills and have an awareness of letters and sounds. Some children link sounds to words, such as 'p for panda', and make connections to the letters and sounds within their name. Children display good levels of concentration. They engage in table-top activities that support their fine motor skills, such as using their fingers and thumbs to create patterns on pegboards.
• Parents speak highly of the nursery, expressing appreciation for the staff and children's positive relationships with their key person. They value the regular feedback on their children's experiences at the nursery and the guidance provided to support their learning at home. Parents highlight the support their children receive in preparing for the transition to school, such as through the 'pre-school graduate scheme'.

What the setting must and should do next

The provider should:

• strengthen children's planned next steps in learning to make sure they are precise and developmentally appropriate to help them make the best possible progress in their learning
• support staff to adapt the learning environment and their teaching strategies to better meet children's individual needs.