Little Pumpkins Nursery

What is it like to attend this early years setting?

Children quickly settle into the arms of the friendly, caring staff and are happy at the nursery. They receive plenty of praise and encouragement and beam with pride when staff acknowledge their achievements. Children excitedly hop up and down as staff clap their hands and offer 'high fives'.

The exciting and well-organised environment promotes children's natural curiosity and willingness to learn. Staff support this by planning interesting opportunities that engage children well. For instance, older children spend time outdoors at the 'potion station', exploring natural items such as petals and herbs. They learn to share and take turns to cook. Staff support children's developing knowledge by encouraging them to talk about their play. They take opportunities to introduce new words such as 'mix', which helps increase their vocabulary and enhance their understanding.

Staff interact very well with babies and know what activities they enjoy. They love to sing and dance, which staff skilfully incorporate into activities. For example, as children explore the sensory duck pond, staff sing 'Five little ducks'. This is a gentle introduction to mathematics. Babies understand the routine. They excitedly flap their hands and kick their feet when the cook enters the room with their meal.

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

• Since the last inspection, leaders have implemented a well-planned and sequenced curriculum. Staff are aware of the purpose of the activities they provide and how this links to the developmental needs for each child. Children benefit from a broad range of activities that support them to make good progress. However, staff do not yet work closely enough with other partnerships and professionals to support children with special educational needs and/or disabilities (SEND), to support them to achieve even more.
• Despite earlier challenges, leaders have strived to establish a consistent team. They value their staff, making sure that they feel supported. The manager works alongside staff, modelling good practice and organising regular training to develop their practice further. Staff say that they are excited to complete Makaton and Yoga training, to further support children with SEND and to develop self-regulation skills.
• Children are developing their independence skills. They confidently wash their hands before and after meals, feed themselves and wash their faces. Children's growing independence contributes to them becoming ready for school.
• Staff collect important information from parents about children's current needs, routines and interests when they join. This enables them to support children's transitions into the setting. Although children are allocated a key person on entry, recent staff changes and varied shift patterns have meant that children do not yet have consistent opportunities to build strong attachments.
• Children's literacy skills are promoted throughout the nursery. Babies enjoy joining in with songs and rhymes and spend time looking through the books on offer. Older children explore different texts, such as magazines, non-fiction books and some that link to the local area. These are placed in and around the nursery to enhance the different areas of learning.
• Overall, parents are happy with the setting. They note the impact of the recent staff changes but say they are committed to supporting the nursery and have started to see an improvement. Parents feel that their concerns are listened to and that they receive a good level of communication from staff.
• Children benefit from a range of freshly prepared nutritious meals and fresh drinking water. Staff ensure children's dietary requirements and allergies are fully catered for. At mealtimes, staff take opportunities to develop children's understanding about being healthy. For example, they explain to children where vegetables come from and explain the importance of eating healthy meals.
• Children benefit from daily opportunities to play and exercise in the fresh air. They access a range of exciting activities that support their physical development. For example, children behave very well as they confidently navigate the garden in wheeled vehicles and roll balls down the guttering into the crates. Children enjoy taking care of the plants and accurately operate spray bottles to water them.

What the setting must and should do next

The provider should:

• work closely with external professionals to ensure that children with SEND receive the support they need
• continue to establish the key-person system with new staff to ensure children form secure attachments and their emotional well-being is supported effectively.