Little Sprouts Day Nursery Ltd

What is it like to attend this early years setting?

Children are excited to enter this vibrant setting. They are welcomed by friendly and caring staff. Children settle quickly and have a strong sense of belonging. Staff know children well. They work closely with parents and carers, to find out what children like to learn at home. Overall, staff use this information to plan a broad curriculum, which builds on what children already know and can do. Staff support children's communication and language skills exceptionally well. They introduce new words and engage them in meaningful conversations. Children are confident communicators who use a wide range of vocabulary.

Staff help children to understand healthy lifestyles. They provide children with healthy foods. Children learn how to grow their own vegetables. They relish taking part in baking activities. Staff encourage children to be physically active. They provide opportunities for children to take part in assault courses and ring games. Staff teach children how to use climbing apparatus. Overall, staff are good role models. Children are keen to share their achievements with staff, such as their artwork. In the main, children behave well. They show positive attitudes towards their learning. Children develop the necessary skills in readiness for their eventual move on to school.

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

• Leaders have made significant improvements since the previous inspection. They welcomed support from the local authority and other professionals. Self-evaluation is accurate. It includes the views of parents, staff and children. Leaders continually look at ways to improve the setting. For example, they have introduced new ways of communicating with parents. This ensures that parents can better understand their children's learning and care needs.
• In the main, leaders provide most children with a curriculum that is built on research and what they already know about children. However, while planning the curriculum for older children, they have not given the same careful consideration to what children should learn and in what order this should be. This means that there are some gaps in staff's knowledge of how they engage older children in their learning. Consequently, some older children are not as engaged in their learning as they should be.
• Staff support children's creativity well. Children relish taking part in painting activities. They beam with delight while making collages from paper. Staff encourage children to be themselves. Children are confident to express their individuality in a nurturing environment. For example, they sing and learn new dance moves. Children are confident and resilient individuals.
• Leaders have introduced new systems for staff's coaching and mentoring. However, leaders have not had enough time to fully embed these across the setting. This means that there are some inconsistencies in how some staff are supported to improve their practice. For example, not all staff receive feedback about their interactions with children. This hinders staff from developing their practice.
• Leaders give staff well-being high priority. They ensure that staff feel valued. For example, leaders provide breakfast for staff and give them incentives for their achievements. They make sure that staff workload is managed well. Staff morale is high. They reported that working at the setting is 'brilliant'.
• Overall, children behave well and show positive attitudes towards their learning. However, some staff are less confident in helping children to manage their own feelings and emotions. Consequently, some children do not always know what is expected of them.
• Children accessing funded places are supported well. Leaders act with integrity when deciding the best ways to spend additional funding. They provide opportunities for children to go on train rides and to visit the museum. For some children, this is the first time that they have experienced such visits. Children gain a good understanding of their local community and the world around them.
• Staff support children with special educational needs and/or disabilities (SEND) exceptionally well. Leaders champion the rights of children and do not give up until children receive the support that they are entitled too. Intervention plans are monitored with other professionals. Gaps in learning close and children with SEND make good progress.

What the setting must and should do next

The provider should:

• help staff to feel more confident in supporting children to manage their own feelings and emotions
• refine the curriculum for older children, so that staff support them to be fully engaged in their learning
• strengthen coaching and mentoring arrangements for staff, to help to raise their practice.