Little Rascals Day Nursery

What is it like to attend this early years setting?

Children make good progress in this warm and engaging nursery. They enjoy a broad range of thoughtful experiences that support their development and foster a love of learning. In the baby room, staff sing songs while babies watch bubbles floating, encouraging early language by repeating simple words, such as pop and blow. Staff support physical development by encouraging babies to crawl, climb and stand. Outdoors, staff skilfully extend children's language and vocabulary through sensory activities. Children are challenged to find herbs in the garden to add to play dough that they have made with staff, this leads to rich conversations where staff ask, 'What does it smell like?' Children responding by saying 'my fingers smell of toothpaste', after picking peppermint. Staff encourage children to use descriptive language to describe textures, such as how a sunflower feels 'sticky'.

Staff promote a love for reading throughout the age groups. Through exciting and expressive storytelling, staff capture children's attention and encourage them to contribute ideas and recall key vocabulary. Staff extend children's learning through songs, using simple sign language and sensory experiences. This promotes strong language development. Knowledgeable and caring staff support children to become confident, engaged and well prepared for their next stage of learning. During thoughtful discussions about emotions, staff model calming techniques, such as deep breathing and counting to 10. This helps children learn to recognise and regulate different feelings. During calm yet social mealtimes, staff support older children to develop independence skills by encouraging them to serve themselves, pour drinks and use cutlery. Children are guided to help their peers and are encouraged to try new foods as staff consistently praise helpful and positive behaviour.

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

• Leaders design an ambitious curriculum that builds children's knowledge and interests. Staff prioritise experiences such as forest school sessions, teaching babies simple sign language, balance bicycle lessons and cookery to enrich children's learning and development. All rooms have direct access to exciting outside areas, where children are challenged with activities, such as climbing and building sandcastles. Children are supported by staff to problem solve as they fill buckets with water and use paintbrushes to 'paint' the climbing frame. These activities help to develop children's critical thinking skills, independence and a love of learning.
• Staff support children's communication and language development. During a butterfly and leaf activity, for example, a member of staff comments, 'The butterfly is on the leaf', prompting responses like, 'This butterfly is flying away.' This helps children express their ideas, build vocabulary and engage in meaningful dialogue.
• Staff promote healthy lifestyles by embedding messages about diet and exercise into children's everyday play and conversation. While making 'herb cakes' out of play dough, staff prompt a discussion by asking, 'Do we have a lot of cake or a little bit of cake to be healthy' and 'What else could we eat to be healthy?' This encourages children to think critically about food choices, leading to a further discussion about vegetables.
• Children have a key person who knows them well and who builds strong, trusting relationships with them. The key person helps to make sure that learning is tailored to meet children's individual needs. However, when children are not with their key person, their learning is not as strongly supported as not all staff know the children as well.
• Staff support children to develop self-care skills through everyday routines. For example, children are encouraged to cut fruit at snack times and use hand-held mirrors after eating to help them wipe their faces. These practices help children to manage their self-care and develop independence skills. Staff actively support children to become increasingly independent in managing their own hygiene routines. For example, toddlers are encouraged to wash their hands after nappy changes, with staff using playful language, such as 'scrub, scrub, scrub your hands', to engage and guide them.
• Relationships among children, parents and staff reflect a positive and respectful culture. Staff model and reinforce kind, respectful behaviour, helping children to build strong social bonds. For example, at lunchtime, children help each other to carry their plate and cutlery to the table, demonstrating empathy and cooperation. Staff consistently promote and acknowledge positive behaviour, which supports a nurturing and inclusive environment.
• Leaders have effective systems in place for the supervision and ongoing support of staff. Regular supervision meetings provide opportunities to discuss well-being, safeguarding and professional development. This is reflected in staff feedback, with staff reporting that they feel well supported.
• Leaders engage effectively with children, their parents and the wider community, including schools and local services. This ensures continuity of care and smooth transitions for children as they move through the setting and on to school. For example, staff work closely with local schools, making visits and video calls to future teachers to discuss the children's development and needs. To support children's readiness for their next stage, staff encourage children to be independent by dressing themselves and to sit for story times, helping them feel confident and well prepared.

What the setting must and should do next

The provider should:

• support staff to share children's next steps with their immediate team so all practitioners working with the children can consistently support learning, even when the key person is absent.