Little Pixies Nursery LTD

What is it like to attend this early years setting?

Children are confident, enthusiastic and independent learners. For example, pre-school children investigate the cracked pumpkin. They work together to solve the problem and discuss ways to put it back together. Children laugh at the funny faces they draw on the pumpkins. They closely examine the pumpkin seeds and make intricate patterns with them in the dough. During such activities, staff encourage children to investigate their own ideas and to build on their knowledge of shape, number and quantity.

The two-year-old children enjoy exploratory play. They pile the oats on top of the pumpkin and push golf tees into it. They scoop up the oats and place it onto the sloped guttering chute and watch as it slides down. During such times, staff introduce key words and talk to the children about what they are doing.

Babies and toddlers thoroughly enjoy their singing sessions. They each choose a soft toy that matches a familiar nursery rhyme. Staff sing harmoniously together and model the appropriate actions. Babies are delighted; they wave their toys in the air, babble, jiggle up and down, and some join in with the actions.

Children have wonderful opportunities to experience nature first hand. For example, staff regularly take children on walks around the surrounding farm fields. Here, children observe the sweetcorn growing in the fields and collect flowers, sticks and crab apples to play with in the nursery.

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

• The management team are good role models for staff and are able to successfully lead the team. They make sure that each member of staff's practice is monitored and that any training needs are identified and planned for. They make sure that staff receive regular individual support meetings where they can discuss any concerns and their well-being.
• Staff follow a curriculum that provides exciting activities and experiences across all areas of children's learning. However, there are few opportunities for children to recognise and value how they differ from, or are similar to, other people.
• Staff regularly observe children in their play and make assessments of their learning. Nevertheless, some staff do not always use this information as effectively as possible to challenge and extend the most able children's learning.
• Staff skilfully identify and support children who need extra help to develop their speech. They have attended Early Talk training. Staff use an early communication screening tool to identify delays in children's use and understanding of language and to help them plan supportive interventions. For example, they use strategies, such as signing, to help support younger children's understanding of the spoken word. Furthermore, staff consistently model language effectively. This, along with small-group activities, helps children to quickly develop their communication skills.
• Staff who work with the babies and toddlers have completed attachment training. They understand that a strong emotional relationship between young children and their carers is key to their social, emotional and physical development. Consequently, new children settle into nursery quickly and form secure emotional attachments with staff.
• Partnership with parents is a key strength of the nursery. Staff build strong, trusting and informative relationships with parents. Parents written and verbal feedback show that they are very impressed with the wonderful meals and snacks provided at nursery. The two chefs provide gourmet-style, home-cooked, nutritious meals for the children. Children spend extended periods of time in the large outdoor area. They experiment and create with resources, such as stones, guttering, logs and bricks. This, along with bicycles, scooters and sit-on toys, helps children to develop their physical skills.
• Children's behaviour is managed very sensitively and with a great emphasis on acknowledging efforts as well as achievements. Additionally, staff use high-quality positive role modelling to promote children's good behaviour.
• The management team seek the views of parents, children and staff. This, along with training and support from the local authority, helps to identify targets that drive forward ongoing improvements that benefit the children attending.

What the setting must and should do next

The provider should:

• use the information gathered from observing children even more effectively to challenge and extend the most able children's learning
• increase ways to help children develop a positive view of the racial and cultural diversity that reflects multicultural Britain.