Little Saints Nursery

What is it like to attend this early years setting?

Babies and toddlers are settled and happy. They respond positively to the friendly, caring staff and go readily to them for cuddles and reassurance. Staff create a comfortable, welcoming play environment. They are keen to support babies' and toddlers' progress and encourage them to learn through investigation and exploration. For example, toddlers laugh with delight when splashing their toys in the water tray. They have fun pouring water in and out of containers and begin to learn about the early mathematical concepts of 'empty' and 'full'. Babies and toddlers begin to develop their physical skills well, such as when climbing in and out of the colourful ball pool or up onto the low slide. They like going for walks with staff around the school grounds to see the chickens, or the boats on the nearby canal. Babies and toddlers are content playing alongside each other. Babies start to reach out for toys, such as musical instruments, and show excitement as they shake maracas and make a noise. Staff have kept in regular contact with parents and children during the COVID-19 pandemic. They have reviewed the arrival and collection arrangements put in place during the pandemic to help with social distancing, and parents are now able to enter the premises.

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

• Due to recent staff changes, the new staff team is still being established. Leaders are keen to continually review and develop practice with staff and, together, they have implemented positive changes. For example, they have reorganised the play environment and created more defined areas of learning. In addition, they have obtained further play resources to support children's interests in play.
• Babies and toddlers enjoy a variety of sensory play activities. They push their hands and feet through different textures, such as paint, shaving foam and cooked spaghetti, and show interest in the marks and patterns that they make. They develop curiosity as they explore the treasure baskets containing a variety of everyday objects. For example, they pick up and carefully examine a magnifying glass, a hairbrush or a wooden spoon.
• Overall, staff encourage babies' and toddlers' early communication well. Staff name the pictures of animals that children see displayed. Toddlers start to repeat these words. They develop their range of early vocabulary and begin to recognise familiar words from favourite stories, such as 'butterfly' or 'sheep'.
• Parents speak highly of staff and the nursery. They say that their children are happy and making good progress. Staff keep parents well informed of their children's personal care and daily activities. However, they are still establishing further ways to support a regular two-way flow of information with parents to involve them in all aspects of their children's learning more effectively.
• Staff have a calm, reassuring approach and use positive reinforcement well with children. Staff continue to develop their knowledge about children's behaviour. For example, they have completed training to raise their awareness of strategies to help to prevent biting incidents. Staff praise children often for their achievements.
• Babies and toddlers enjoy healthy snacks and are keen to try the variety of fruit offered, including bananas, pears, apples and oranges. Staff organise mealtimes well to support children's early independence and social skills. For example, toddlers are keen to have a go at pouring their own drinks.
• Babies and toddlers show interest in the toys and resources. They begin to listen well as staff read a short story about a farm, using an interactive book. Toddlers like to press the buttons on the pages to activate noises. However, at times, children wander around the playroom, and staff do not engage them in purposeful activities. This does not support children's individual learning as effectively as possible. Nevertheless, staff are caring and get to know the children well. They recognise when babies and toddlers are tired and settle them for a comfortable sleep.

What the setting must and should do next

The provider should:

• strengthen the planning of activities to ensure that children are involved in play that gives a clear focus on supporting their individual learning consistently well
• continue to develop the arrangements for sharing information with parents to support their children's learning at home as effectively as possible.