Little Seeds Playgroup and Preschool ltd

What is it like to attend this early years setting?

Leaders are thoroughly committed to the improvement of this setting. Following the last inspection, there has been a robust response to implementing the required changes. Leaders continue to monitor and evaluate the quality of all aspects of the nursery provision, including through effective staff supervision. As a result of rapid improvements to staff training and curriculum development, children are thriving in this nursery.

The ambitious curriculum is designed to support children of all ages and developmental stages to make good progress in their learning and development. Assessment strategies are effective, and staff have a secure understanding of how to help each child in the nursery to progress. Staff are aware of the individual needs of every child. This means all children, including those with special educational needs and/or disabilities (SEND), are supported to succeed.

The setting engages with parents as partners in children's learning. Parents describe staff as nurturing and praise the positive relationships they build with their children. Parents note that these secure relationships have greatly supported the progress their children make in the nursery. Staff have implemented clear transitional routines throughout the nursery day and support children in understanding these. Children are very familiar with these routines and, as a result, they participate happily and demonstrate positive attitudes and behaviours.

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

• The curriculum supports staff to deliver a broad range of learning opportunities for children. For instance, children's personal, social and emotional skills and knowledge of the world are supported through regular visits to a care home for the elderly. This develops children's understanding of interacting in different social situations and encourages positive engagement with others in their local community.
• Stories, songs and rhymes are of high quality and carefully planned for. Books are chosen to support the curriculum. For instance, in the autumn term, books are chosen to support children in understanding relevant emotions, such as the feelings that may arise when starting nursery for the first time.
• Staff lead group learning times well. They ensure activities are simulating and relevant to children. As a result, children are highly engaged and focussed during these activities. For instance, children are enraptured when joining in with a stimulating singing session.
• Staff are keenly aware of the planned vocabulary that they are supporting children to learn. Staff use these words regularly during their interactions and, as a result, children learn the meaning of new words. However, staff's enthusiasm for modelling language means that, at times, young children are not given enough time to listen, process and respond. This limits the extent to which children practise their spoken language.
• The key-person arrangements are effective. Staff know their key children well and have developed communicative and supportive relationships with children's families. Staff plan next steps for children with care and precision. This means they keep children's progress on track and take swift action if they notice a child is not making progress as expected.
• Children are supported to develop key personal skills. For instance, they learn to wash their hands independently before mealtimes. Staff promote skills in table manners and teach children how to be safe when eating, such as by staying seated at the table until they have finished. Children learn the names of their peers through singing hello and goodbye songs at the start and end of each session, which helps to develop social skills and friendships.
• Staff promote positive behaviours in the nursery. They provide specific praise, which helps children to understand what it is they have done well. For instance, children are informed, 'You are waiting so patiently, I am so impressed.' This encourages children to repeat and develop these good behaviours further.
• Children with SEND benefit from clear support plans, and staff understand and implement these well. For example, staff plan appropriate activities that are closely matched to children's next steps. Those responsible for supporting children with SEND maintain clear oversight of their progress. They ensure that parents and, when relevant, outside agencies, are involved in the journey of support for their children. Children with SEND are making progress.

What the setting must and should do next

The provider should:

• further extend communication and language strategies so that toddlers have every opportunity to practise their early communication skills.