Little Raccoons Nursery Tollington

What is it like to attend this early years setting?

Children show their enthusiasm when they arrive at nursery. They wave goodbye to their parents and smile with confidence as staff and their friends welcome them in. They respond well to the focused attention and quickly join in with the activities. Staff plan the environment well with interesting creative play, both indoors and outdoors. Children have opportunities to enhance their sensory and creative skills exploring a range of different natural materials. They develop their imaginations as they play together during role play in the well resourced home corner. They create a range of pretend meals in the activity kitchen with real food. Staff encourage children to share and take turns so that they are considerate and kind to each other.

Staff teach children important relaxation skills as they take part in yoga sessions that include time to listen and focus on the sounds around us. Staff use this time to provide experiences for children that help develop their emerging vocabulary and the correct pronunciation of words and sounds. They read stories to children and encourage them to join in with familiar songs to reinforce their learning. In addition, the library area in the entrance hall has been added recently so that children can share their favourite books with their parents and siblings.

Children's early mathematical skills are developing well. Older children count confidently and all children solve problems and explore shape and space as they independently negotiate shape sorters and build with construction. Staff are well prepared so that children can enjoy outdoor play in all weathers. Children happily put on their rain coats and wellington boots as they show staff where they are stored. They thoroughly enjoy being active as they jump and splash in the puddles. They enjoy riding bikes and negotiating the balancing blocks and wheel circuit with confidence. Children learn about various aspects of their local community as staff regularly take them on outings to the library and local shops.

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

• The manager, with the full support of the provider, has successfully inspired and led the staff team to make significant improvements since the last inspection. They have introduced support mechanisms and new ways of working, including for planning the curriculum. They have worked closely with early years advisors for guidance and inspiration. Leaders are working on recruitment and are aware that the key-person approach will benefit as the staff team becomes more established.
• Staff are committed to and understand the importance of evaluating what they are providing for children. Staff including those new to the team work collaboratively and comment that they are supported well by the manager.
• Staff are good role models, teaching children how to behave by demonstrating how to listen to each other during conversations and by using good manners. This is reinforced well by staff who acknowledge fully when children use the language and good manners they have learned. Children who are about to make the transition to school benefit from a good range of experiences that prepare them well for their next stage of learning.
• Staff are caring and nurturing towards children. They get down to children's level and children are confident to approach staff for reassurance if needed. Staff adapt activities to enable children to take part. However, at times children, especially those quieter childrenare not as engaged as much as they could be during group activities.
• Staff prioritise and focus support so that all children make good progress. This includes children with special educational needs and/or disabilities, children who speak English as an additional language and those in receipt of additional funding. The special educational needs coordinator and staff know how to work with other professionals for support and guidance. Staff use their observations and assessments of children, including the progress check for children aged two to three years, to inform their teaching and any support needed.
• Staff provide children with healthy, nutritious meals and snacks that they really enjoy. Children have opportunities to develop their independence as they serve their own food and pour drinks at mealtimes.
• Parents comment that they really appreciate that the manager and staff team have worked extremely hard to provide their children with an enjoyable and valuable experience. Recently introduced celebration events and an online app all contribute to this good communication so that parents can take part and see what their children are enjoying and benefitting from in their play and learning.

What the setting must and should do next

The provider should:

• continue to support staff so that they can concentrate on their role as key persons and so that this is consistently effective in promoting children's progress and development
• strengthen interactions with children during group activities and spontaneous play to help quieter children remain more focused and engaged in their learning.