Little Rascals Pre-School

What is it like to attend this early years setting?

Children are happy and safe at the nursery. They receive warm and nurturing care, which helps them to be confident and make good progress in their learning and development. A well-planned induction process means that children experience a secure transition to nursery. Children move independently and with confidence in a well-resourced environment. They are confident to let adults know of their needs and wishes and seek support from them when needed. Staff consistently remind children how their actions affect others, which means there is a strong focus on sharing and taking turns. They help children to consider how their friends might be feeling and support them to share resources. This helps children to manage their feelings and develop good social skills.

There is a strong focus on keeping healthy. For example, children are asked what they need to do before snack time. They respond by saying, 'Wash our hands.' This promotes children's development of good hygiene and self-care habits. The day starts with a music and movement session to help children develop their muscles and 'wake up' their brains. Adults use opportunities throughout the day to talk to children about healthy eating and the effect it has on their bodies.

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

• Parents are welcomed into the nursery to facilitate the separation process for children and to participate in meetings to discuss the children's progress. Open days allow families to be a part of nursery life, learn more about their respective ethnicities and celebrate diversity. They join in activities and share cultural food.
• Adults skilfully help children develop their vocabulary by encouraging back-and-forth interactions. They ask children how ice is made and how it feels when they hold it. Children respond by saying they put it in the freezer and that the sun is melting it. They explore the ice, with adult support, and learn new words as they talk about melting and temperature. Occasionally, adult-led activities involve too many children, meaning some children miss out on learning.
• Children are provided with resources to develop their strength, balance and coordination. With encouragement and support, children step in and out of tyres, taking 'giant' steps. They show care towards each other, holding hands and waiting their turn. Positive praise means children take pride in their achievements.
• Snack time provides an opportunity for children to do things for themselves. They share out the plates and cups, pour their own drinks and choose what they want to eat. Children take their plates to the sink and wash them when they finish. This helps them to develop lifelong habits.
• Children listen to and follow instructions at tidy-up time. They sort out objects and put them away in the correct trays, demonstrating a strong sense of responsibility for their environment. Adults gently support children who are learning nursery routines, meaning all children join in.
• Staff assess children's needs and work sensitively with parents and carers to plan next steps. Regular email updates and a home-school book keep them informed of the progress their children are making. The nursery requests support from external agencies as needed in a timely manner.
• Staff plan interesting activities to promote children's learning and development. Children look for numbered shells in water to develop early maths skills. Circle times help children listen to stories and join in with familiar phrases and rhymes. On occasion, activities in large groups mean that younger children miss out on learning as they are not yet confident to take part.
• Staff speak highly of the managers and the support they receive. They say that the managers are always available when they need to speak to them. Team meetings and development opportunities help staff to keep up to date with their learning. This has contributed to a motivated staff team that feels valued and supported.
• Parents praise the nursery and the service they receive. They refer to it as a home from home and say that their children are very happy at the nursery. Parents describe how the care and education their children receive have helped them to make friends and learn social skills. They value the strong parent partnership and share that staff are friendly, helpful and approachable.
• The managers keep up to date with developments in the early years by accessing training, including that offered by the local authority. They spend time with children and staff, modelling best practice. They are kind and caring and work hard to support staff and families.

What the setting must and should do next

The provider should:

• review the way that adult-led activities are delivered so that the planned learning intentions are achieved for all children
• consider the organisation of large group activities to ensure that all children, including the youngest, are able to contribute and benefit fully.