Little Scallywags Day Nursery

What is it like to attend this early years setting?

Children arrive happy and eager to learn as they enter the nursery. The friendly staff provide a warm welcome at the door. Children are confident communicators. When they see new faces, they introduce themselves and hold out their hands for a handshake. Strong relationships flourish between staff and children. Children seek out comfort from staff members as and when they need to throughout the day. For example, when children become overwhelmed by a change in activity, staff sit with them on their laps and comfort them, singing their favourite songs.

There is a strong emphasis placed on communication and language. The nursery has set up a lending library for both children and adults. Children and their parents help themselves to books provided at the entrance of the nursery. Staff work hard to embed a love of books and reading. They recognise the importance that reading has on every child's development.

Children with special educational needs and/or disabilities (SEND) are well supported. The staff are confident in identifying when children need additional support. Staff make referrals and seek advice from external agencies. This ensures that all children get the best possible start in their education.

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

• Parent partnership is strong. The parents are happy with the service and feel that the staff are friendly and approachable. They explain that their children have 'come on leaps and bounds' since starting. They speak with delight about the rapid progression their children are making in learning English as an additional language to their home language. The nursery provides homework packs for the children. This supports parents to continue their child's learning at home.
• Staff know their key children very well. Children who cannot yet communicate verbally, give cues to staff which they respond to. For example, children hold up a paintbrush to a member of staff. The staff, in turn, sets out a painting activity. Children concentrate when mixing paints, using their fingers and brushes. Staff suggest using a block and model how to create print on the paper. Children copy and delight in seeing the block transfer circles of paint onto the paper.
• Children have fun creating hedgehogs. They use clay, dried pasta, lollipop sticks and scissors. Staff talk about hedgehogs and show the children what hedgehogs look like. Staff skilfully engage the children in purposeful conversations. They ask open-ended questions such as, 'What else could we use?', which helps the children to think and ponder. Children marvel at their creations and show visitors what they have made with a sense of pride and achievement.
• Children enjoy the outdoor environment. They delight in finding spiders hidden in the leaves. They begin to examine the leaves independently and discuss shape and size, exclaiming, 'I've got a big, massive one.' They are confident in using wheeled toys and race around the garden. They take care not to collide with other children and outdoor equipment that may be in their path.
• Staff read to children at different times during the day. Before the children engage in story time, they sing a song to children explaining the importance of listening. All children know the song well and join in with the words and actions. Most children enjoy the story and listen with concentration. However, some children begin to lose interest. They select musical instruments from the box beside them and begin to shake tambourines. This has a negative impact on the children who want to listen to the story, as they struggle to hear.
• Children enjoy making marks on a large chalkboard in the outdoor area. They independently make circles on the board. This strengthens the small muscles in their fingers in preparation for writing. Staff support children by asking, 'Shall we make a snowman?' They show children how to draw three circles to make a snowman. Children laugh and giggle and then have a go themselves.

What the setting must and should do next

The provider should:

• review group activities to engage all children effectively, and support their learning needs, and to sustain their interest.