Little Sparks Nursery

What is it like to attend this early years setting?

Children arrive at the nursery with big smiles, keen to start their morning. They settle happily with the caring staff and demonstrate that they feel safe and secure. Children are confident to choose from the activities and resources. They move freely between the indoor and outdoor areas and become deeply involved in their play. Children and staff share very positive relationships. For example, children eagerly invite staff to read to them and join in with their games. Children behave well and are respectful towards others. They play nicely together and are polite as they talk to visitors.

Staff have high expectations for children and support their learning well. Children develop their thinking skills as they solve problems, such as how to balance building blocks. They are enthusiastic and thoroughly enjoy their learning. For example, children are full of energy and imagination as they re-enact a story about a big bad wolf. They pretend to build a fire to keep the wolf away and discuss how they can stop the wolf from blowing it out. Children recall what happened in the story. They work together to build a wall around the fire and cheerfully announce 'the wolf cannot blow down the bricks.'

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

• The managers, who also own the nursery, are reflective and ambitious. They know the nursery's key strengths and have plans for future development. They provide support and training for staff, to help consistently raise the quality of the provision. For example, they describe how they have adopted 'in the moment planning', which helps staff to extend children's interests more effectively.
• Children benefit from a broad and interesting curriculum, which helps them to acquire a positive approach to learning. For example, children have a lot of fun playing in the pretend kitchen. They concentrate intently as they chop real vegetables to make 'soup'. Children are curious to taste the vegetables and ask staff about those that are unfamiliar. They practise their mathematical skills as they compare the size and shape of the vegetables and decide how many pieces to add.
• Staff know their key children well. They routinely observe them and check what they know and can do. Staff identify where there are gaps in children's learning. They share information with parents and offer some additional support. For example, staff deliver small-group activities, to promote children's attention skills. However, plans for children with special educational needs and/or disabilities (SEND) are not focused sharply enough to ensure that they achieve the best possible outcomes.
• There is good support for children's language and communication skills. For instance, staff talk to children, model language and introduce new vocabulary as they play. They provide a library of books that children can borrow from, to help support their learning at home. Staff are aware that many of the children speak English as an additional language. They obtain some familiar words from parents when children join the setting. However, staff do not ensure that children have consistent opportunities to hear and use their home languages at nursery.
• Children develop a good range of skills and attitudes, which provide a firm foundation for starting school. They enjoy being independent and become confident about what they can do. Children learn to manage their personal care needs, such as using the toilet and washing their hands independently. They select and serve their cereals at breakfast and competently pour their own drinks.
• Staff promote children's good health effectively and provide guidance for parents on issues, such as oral hygiene and healthy eating. Children are offered a nutritious breakfast when they arrive and enjoy healthy snacks during the morning. Staff speak to them about the importance of eating fruit and vegetables as they pretend to cook in the play kitchen. Children remember these positive messages and speak proudly about trying different foods.
• Partnerships with parents are good. Parents give positive feedback about the nursery and say that their children enjoy attending. They describe the good progress children make, particularly with their language skills.

What the setting must and should do next

The provider should:

• strengthen further the targeted support for children with SEND, to ensure that they achieve at the highest possible levels
• build on the opportunities for children who speak English as an additional language to hear and use their home languages in the nursery.