Little Smurfs Nursery Ltd

What is it like to attend this early years setting?

Children are happy and settled. They leave their parents and carers eagerly at the door ready to join in with the range of activities on offer. Children smile and laugh as their hands become filled with bubbles as they wash the cars in the garden area. They enjoy mark making with paint as they use an array of brushes and sponges. Children show high levels of concentration as they play. For example, as they try to balance on the wooden beams or while attempting to use scissors. Staff use lots of praise as encouragement. This works well. Children keep on trying until they achieve their goal. They make good progress across all areas of learning.

Children have developed positive bonds with each other and with staff. They share that they like to play outside with their friends. Children have fun as they play a range of ring games together. Staff are consistent in their approach to managing children's behaviour. They gently and sensitively remind children of the rules as needed. Children respond well to staff's instructions. They behave well. Staff actively share key information with other settings children are due to attend. This helps to ensure that children receive consistency in their care and/or learning.

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

• The curriculum covers all areas of learning. Leaders place focus on children's communication and language development. Staff share a range of stories to the children. They speak very clearly. Older children are confident communicators.
• Staff make use of the information they gain from parents when children first start, to find out what they already know and can do. They also complete their own observations and assessments to help them monitor the progress that children make. However, at times, staff do not place enough focus on what children need to learn next and provide them with sufficient challenge as they play.
• Leaders are quick to identify where there may be concerns about a child's development. They make appropriate referrals for support and attend the required meetings to gain further support and share information with other professionals. However, leaders do not ensure that a child's key person receives this information swiftly enough to enable children with special educational needs and/or disabilities (SEND) to fully thrive at the setting.
• Staff speak positively about the support they receive from leaders. They share that the manager is on hand to help them with any queries or concerns they have. Leaders use supervision as a method to identify some of the training and support needed for staff. However, there is scope to improve the arrangements for monitoring staff practice to enhance the overall effectiveness of this and the quality of teaching children receive.
• Parents and carers could not speak more highly of the setting. They share that they can see the progress their child is making in their development and in their overall confidence. Staff use a wide range of methods to keep parents fully informed of their child's learning. They also provide parents with a range of activities they can use to continue the child's learning at home.
• Leaders place focus on children's personal development. Settling-in sessions are tailored to meet each child's needs. Staff also follow children's individual care routines throughout the day. They immediately respond to children when they become upset, hungry or tired or require changing. This approach supports children to build positive bonds with the staff.
• Leaders are keen for children to learn what makes them unique. Staff use a range of opportunities for children to learn about themselves and others. They actively talk to the children about their similarities and differences. Consequently, children are respectful towards one another.
• Staff provide the children with a range of balanced and healthy meals. They also provide the children with lots of opportunities to be physically active. Staff support children to wash their hands and clean their noses. This supports children to start to understand how they can live healthy lifestyles.

What the setting must and should do next

The provider should:

• focus the planning of learning experiences to ensure children are sufficiently challenged in their play and to build on what they already know and can do
• ensure that information from other professionals is shared swiftly with key persons to enable staff to provide the right support that children with SEND require to make the full progress they are capable of
• build further on the monitoring of staff practice to help identify and improve the overall effectiveness of staff and the quality of teaching that children receive.