Little Shining Lights

What is it like to attend this early years setting?

Children separate confidently from their parents and carers. They are greeted by responsive and kind staff, who are familiar to them. Staff work hard to embed an effective key-person system, which children, staff and parents understand. They use this relationship as a basis for planning for all children's individual learning. This is especially successful when children first join the nursery.

Children's behaviour is very good. They play alongside each other and show visible delight when their friends rejoin the group. Staff have high expectations for children's behaviour. They are positive role models, such as when sharing resources and turn-taking. Staff model turn-taking with toddlers, who show an understanding by saying whose turn it is next. Older children play positively together.

Staff plan a progressive and ambitious curriculum for children. They focus on promoting the key skills of communication, relationships, physical health and strong social skills. Children progress well in all areas. Staff observe children closely and assess where they may need more support. They then develop individual plans to support all areas of children's development. Staff display and use key words in children's home languages for those children who speak English as an additional language. They also use support tools, such as simple gestures and signs.

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

• Children benefit from regularly playing outside in the fresh air. For example, older children play a game with staff where they practise running, jumping and stopping. They develop confidence in climbing while using the large slide. Children carefully assess when it is safe to go down if their friends are at the bottom. This helps children to start to understand how to assess risks themselves.
• Children self-select what they would like to do. Staff extend children's learning through skilful interactions. For example, children choose to take part in a play dough activity. Staff check their understanding of colours and model how to use different utensils. Children play together sharing the tools and help to roll the dough into balls and snakes. This supports children to develop their fine motor skills.
• Children with special educational needs and/or disabilities receive good support. Staff work closely with parents and outside agencies to meet each child's needs. They implement targeted plans. This helps children to achieve important goals and prepares them well when they move on to school.
• Staff help to prepare children for life in modern Britain through a range of activities focused on building their awareness and understanding similarities and differences. Children explore different cultures, such as learning about Diwali and Lunar New Year, and use daily affirmations. This helps to build children's understanding of themselves and others.
• Staff benefit from a variety of training opportunities that support their continual professional development. This promotes consistently good practice across the nursery. Staff talk about the impact of the training on their practice and own development.
• Managers place a strong focus on supporting children and their families. This ethos runs through staff, who share the same vision and ensure that children's welfare is at the heart of all they do. Parents speak with passion when they describe the support they receive. They comment how happy and safe their children are in the setting.
• Books, rhymes and stories are central to many aspects of children's learning. Babies select favourite stories and take them to staff to read. Older children enjoy being able to borrow books to take home and read with their families. Children in all rooms enjoy joining together to sing songs. However, at times, staff do not further develop children's communication and thinking skills. For example, at times, they do not consistently engage children in meaningful conversations.
• Staff give children opportunities to make positive choices. For example, children make decisions on how much food to serve themselves or whether they would like to go into the garden. They access fresh drinking water at all times. This promotes children's healthy lifestyles.
• Children develop some aspects of their self-help skills, such as washing their hands and getting their shoes on to go outside. However, staff do not fully implement opportunities for children to further develop their independence. For example, they do not teach older children to tidy up after their play or encourage younger children to tidy away after mealtimes.

What the setting must and should do next

The provider should:

• continue to develop children's communication and language skills further by engaging in meaningful conversations around children's interests
• enhance opportunities for children to be more independent, especially during routine activities during the day, such as mealtimes.