Little Scholars Community Nursery Ltd

What is it like to attend this early years setting?

Children are happy and well cared for at this warm and friendly setting. Staff and children create meaningful relationships with one another. Children are motivated to learn and confidently explore the activities on offer. Staff get to know children well. Their positive interactions enhance children's knowledge and skills as they play. For example, children confidently use their physical skills to climb up the climbing frame steps and slide down the slide. Staff praise and encourage them.

Staff carefully plan activities around the children's prior interests. This ensures that children engage and are happy in their learning environment. Staff are knowledgeable about what the children know and can do already. They clearly plan next steps to ensure all children make good progress. Staff have high expectations of all children. Children learn to share resources fairly and take turns. They are kind and considerate towards each other and behave well.

Staff, including the special educational needs coordinator, support children with special educational needs and/or disabilities (SEND) well. They promptly complete early assessments and referrals for children. Staff work effectively with external agencies to ensure that the children make the best possible progress.

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

• Together, the staff team and leaders have devised a broad and balanced curriculum. It builds on children's current knowledge and is closely linked to the learning needs and interests of the children. For example, there is an emphasis on children's speech and language and using a wider range of vocabulary. Staff are consistent with how they use open questioning to encourage children to verbalise their thoughts and feelings.
• Children are confident in exploring both the indoor and outdoor environments. They have access to a range of stimulating resources. Children choose to have fun with the building blocks. They build a tower and use their hands to stretch to build it higher. This strengthens muscles in the wrist in preparation for writing. Staff skilfully support the children as they play, asking questions, such as 'How can we make it higher?'
• Children enjoy the sandpits. They confidently use spades to scoop out the sand and fill up buckets. They use mathematical words, such as heavy and lighter, full and empty.
• Staff have a strong focus on managing children's emotions and giving them time to regulate how they feel before having further discussions with them. For example, when teaching children about sharing, staff provide them with comfort when initially upset, then talk about how children are feeling and what they can do next time. This supports children in understanding their behaviour and right from wrong.
• Children enjoy the freedom to explore the environment and choose where and what they would like to play with. Staff are well deployed to meet the needs of the children during free play. However, the organisation of transition times for children is not as well planned as it could be. For example, the transition from outdoors areas is too long and, at times, can be disorganised. Some children, especially those with SEND, do not know the expectations of them and become unsettled.
• Staff support children to learn about healthy lifestyles. Children benefit from freshly prepared meals, which are nutritious. They have ample opportunities to increase their physical skills and to be outdoors in the fresh air. Staff are also introducing activities to support children's understanding of oral health.
• Staff support children to develop their independence. For instance, younger children learn to wash and dry their own hands using bowls of soapy water and towels. Pre-school children are well-prepared for the transition to school. They familiarise themselves with school uniforms and identify school logos when playing in the role play area.
• Leaders work alongside their team. They constantly observe the quality of teaching delivered. The managers have high regard for the staff members' emotional well-being and review this during supervision meetings. Staff receive additional training to suit their interests and passions.
• Parents are happy with the setting. They comment that their children have settled in well. They know what their children are doing throughout the day and are happy with their development. They are confident their child receives additional support if they require it.

What the setting must and should do next

The provider should:

• review the organisation of transition times, particularly after outdoor play, to ensure all children, including those with SEND, know the routines and expectations.