Little Seeds Nursery Hurley

What is it like to attend this early years setting?

All children thrive and make good progress in this nurturing and inclusive setting. Parents share information on arrival that helps staff support children's emotional needs throughout the day. Children are eager to join in with the activities and experiences on offer. They particularly like sensory play opportunities. Children explore a range of textures and materials through imaginative play, recalling the events in the story of the Three Billy Goats Gruff. Staff support children as they look at the pictures in the book and join in with familiar phrases. Children listen carefully to others and play cooperatively with the available resources. Staff deploy themselves effectively across the room, which means all children benefit from high levels of interaction. This helps to extend their learning further.

Children benefit from adventurous play in their nearby forest space. They develop their independence as they put on their wet weather gear with appropriate help from staff. Children enjoy the freedom of exploring this ample space as they use natural materials in their play. They paint using mud and sticks, engage in role play and explore running water that trickles down guttering. Children build their strength and stamina as they crawl, climb and balance while exploring this interesting space.

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

• Leaders have developed a well-sequenced curriculum that consistently builds on what children already know and can do. They support staff to gather information from parents when children first start. Staff then use this information to inform their planning purposefully. Leaders and staff conduct regular assessments to ensure that children are making good progress. They discuss next steps with parents and fully involve them in their child's learning.
• Staff report high levels of well-being due to the continued support from leaders. They receive feedback on their performance through supervision sessions, which helps drive improvement consistently across the setting. Staff share that they are involved in decision-making, which contributes to them feeling valued in their role.
• Leaders and staff are committed to their professional development. They attend regular training sessions to refresh and build on their knowledge and understanding. Leaders use newly acquired knowledge to expand the experiences that are offered to children. For example, they have supported staff to develop the way they weave mathematical learning across the curriculum. This helps to build a firm foundation for future learning.
• Children develop as independent learners as they are enabled to make choices in their play. Staff nurture their natural curiosity and recognise children's interests and motivations. They offer a range of sensory experiences to support children in regulating their emotions. Staff recognise when children need time to explore water and sand, which helps them feel calmer. This has a positive impact on children's emotional well-being.
• From an early age, staff support children to learn essential life skills. For example, babies are supported in washing their hands and using cutlery, while toddlers hang up and find their coats and shoes. Older children pour drinks and peel fruit at snack time. Staff enable children to learn these skills through role modelling and simple instructions and by offering just the right amount of assistance. As a result of this skilful teaching, children are eager to undertake tasks independently.
• Staff have high expectations of children. They encourage them to respect others and to look after the resources. Staff consistently support children in remembering the simple rules in the setting to keep them safe. They notice and praise individual children as they make positive behaviour choices. This helps to develop children's self-awareness and builds their self-esteem.
• Staff are strong role models for children's communication and language development. They consistently use simple sign language to support children's non-verbal communication skills. Staff use vast vocabulary and ensure that children hear new words in the context of their play. They skilfully share books, songs and stories to further extend children's expressive language. As a result, babies and children develop into confident communicators.
• Staff plan games for group time, which help develop children's listening and attention skills. However, on occasions, staff issue many different instructions in quick succession during the transition after lunchtime. Some children are overwhelmed by this and, subsequently, struggle to engage in group time.
• Parents speak positively of the excellent leaders and approachable, friendly staff team. Parents of children with special educational needs and/or disabilities (SEND) are delighted with the substantial progress they make in the setting. When children start attending, parents are reassured by how well staff get to know them. This helps children settle quickly and get fully involved in play opportunities.

What the setting must and should do next

The provider should:

• strengthen the organisation of transition times to ensure that expectations of children are clear, in order for them to engage fully in group activities.