Little Scholars Nursery

What is it like to attend this early years setting?

Children happily welcome visitors to their nursery. They invite others to join in their play and share their toys. Children display strong bonds with staff and ask for a hug when they need one. Children are kind when they speak to each other, and use their manners when staff remind them. Generally, children behave well and follow instructions staff provide. Staff know children well and skilfully support them if they become upset. Children benefit from consistent behaviour management and high expectations from staff. Children learn to keep themselves safe. For example, staff teach them why it is important not to take their toys onto the slide with them.

Older children begin to understand and recognise different emotions. Through a range of well-planned activities that staff provide, children learn how to tell others how they are feeling. Children learn to celebrate diversity. Staff teach them how to compare differences and similarities between themselves, such as the colour of their eyes and hair. Children understand the daily routine as staff sing songs with them such as the snack time song. This helps younger children know what is happening next. Children play collaboratively with their friends. They pretend to pack a suitcase to go on holiday and think about what their baby doll may need. Staff support this role-play and ask children about their planned holiday.

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

• Leaders have developed a clear curriculum which helps prepare children for their next stage of learning. Children become independent and learn to do things for themselves. For example, staff teach children how to pour their own drinks and feed themselves at mealtimes. Older children show they know how to use the toilet and wash their own hands.
• Generally, staff support children's communication and language skills well. They use some sign language to support younger children to communicate their needs. Staff model correct pronunciation which helps children develop their vocabulary. For example, when children talk about a 'nana', staff teach them it is called a banana. Older children communicate their needs well and ask staff when they need help. However, at times, some staff ask children questions in quick succession without allowing children time to process the question. As a result, children become confused and unsure which question to answer. This does not help children to think about what they want to say and respond to questions.
• Staff support children with their physical development. Younger children enjoy threading large beads onto pieces of string and proudly show visitors what they have made. Outdoors, children practise their scooping and pouring skills. Staff teach them how to position drainpipes to allow water to flow freely. Older children develop the strength in their hands as they mould sand and play dough into different shapes. Staff teach them how to squeeze and press to change the shape.
• Generally, children display high levels of engagement. Staff thoughtfully plan activities based on what children need to learn next, and what they are interested in. Children enjoy playing alongside their friends and showing deep focus as they concentrate. However, at times, staff interrupt children to ask questions or provide comments which are unrelated to the activity children are completing. This distracts children and they lose focus, and occasionally, they leave the activity unfinished and move on to something else.
• Parents are happy with the care provided by the nursery. They say that staff communicate regularly with them. Parents feel well-informed about the progress their child is making and share examples of things their child has learnt to do at nursery, such as counting. Staff provide advice to parents to further support their children's learning and development at home. Parents praise the transition process the nursery offers between rooms and say that the carefully planned transitions have been a positive experience for their child.
• Leaders reflect regularly on the quality of the nursery. They identify areas that they wish to improve and how they plan to enhance the provision. Staff receive regular training and meetings to further their professional development. Staff speak positively of how leaders support their well-being.

What the setting must and should do next

The provider should:

• support staff to develop their questioning techniques to give children more time to think, understand and respond to questions
• provide more targeted professional development support for staff so that they can all provide high quality, meaningful interactions which do not interrupt children's play.