Little Scallywags Day Nursery

What is it like to attend this early years setting?

Children arrive at nursery happy, settle quickly and are greeted by friendly staff. This creates a welcoming environment. Relationships are quickly established and even the newest of parents comment on this. Key-person systems are effective and parents comment on how the setting feels like a family. Staff have a good understanding of how to support children's learning. Consequently, children make good progress. Children show a positive attitude to learning and are motivated to explore and investigate the learning environment. Staff plan activities around the interests of the child, such as making pizzas with play dough and chatting about their favourite toppings with their friends. Children comment that they like coming to nursery because it is fun.

Children demonstrate good behaviour. Staff are positive role models who praise children and encourage them for their efforts. Even the youngest children are independent and take part in self-care activities. For example, they clean their own hands and faces. At lunchtime, children set their own place at the table, take turns and make choices about the foods they want to eat. There are robust systems in place to ensure that all children are included and have full access to the provision, including the outdoors. For example, children enjoy playing with the big parachute in a group with their friends.

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

• Leaders and managers are passionate about providing good quality childcare. Managers are supportive and staff's professional development is important. Staff feel empowered and valued because managers support their progression. Staff's well-being is given high priority and staff report feeling appreciated. New staff benefit from a 'mentor pack' that leaders and managers have developed to support the robust induction process. Managers monitor staff practice and supervision is effective.
• Staff establish and maintain good relationships with children; even the youngest and newest of children are happy and settled around new people. Staff make every effort to get to know their key children and quickly understand their starting points.
• Transitions are good and children appear to enjoy time in their new rooms. However, at times, staff do not consistently encourage children to become fully engaged in group activities.
• Staff use observations and 'in the moment' planning to determine what children need to learn next. Leaders and managers have introduced an online application to capture the learning and development of children; this is shared with parents.
• Staff provide a stimulating and engaging learning environment which is well resourced. Children have access to the resources around them and they are encouraged to make choices in their play, such as through books, instruments and story sacks. For example, children enjoy reading 'The Ginger Bread Man' and younger children enjoy 'Going on a bear hunt'. The stories are familiar and most children join in.
• Staff have a good understanding of what children know and can do and their likes and dislikes. However, they are not always clear about what they want children to learn from activities.
• Children are provided with activities and experiences that promote school readiness. Staff support the oldest children at mealtimes, giving them opportunities for independence. Children are encouraged to make choices around the foods they eat and staff encourage them to try new things. Meal times are a relaxed and calming social experience and staff facilitate conversations. Children enjoy two-way conversations with both staff and their peers.
• Parent partnerships are strong. Parents are complimentary about the nursery and feel they are included in their child's learning and development. Parents have access to an online application where they can see observations and assessments of their child, as well as learn about their day.
• Staff support children who have special educational needs and/or disabilities. The special educational needs coordinator implements individual support plans to ensure children make the best progress they are capable of.

What the setting must and should do next

The provider should:

• support staff to have a better understanding and a clear intent about what they want children to learn
• help children to become more involved in group activities to ensure they build on what they already know and can do.