Little Spuds Day Nursery

What is it like to attend this early years setting?

Children arrive at this setting excited to start their day. Although new measures are in place in response to the COVID-19 (coronavirus) pandemic, children have adapted remarkably well. They understand that parents no longer enter the setting and have gained the skills to do this independently. They leave their parents at the door happily and greet their friends, ready to play. Children are safe and settled here. They approach their key person for cuddles and affection when they need it. They show real confidence and curiosity as they play with the inspector and ask lots of questions about her life.

Staff support children well. They provide a rich and thoughtful curriculum to help children meet their identified learning and development goals. Children look forward to activities. For instance, they remember toys they have played with before that are out of reach. They take staff members by the hand and point to what they want and bounce excitedly when they receive the requested toy. Younger children begin to explore their senses. They play with sand, water and different sensory toys. They marvel as the different textures rub against their skin. Some pre-school children show off their impressive letter recognition skills. They confidently name letters and begin to spell their own names. This is a beneficial skill to have in preparation for the upcoming move to primary school.

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

• Children's early literacy skills are well supported. For example, staff use exciting voices and different levels of volume to build suspension while reading stories. Pre-school children lean in, enthralled. They follow instructions, shouting out loud at the right times during the tale. They giggle and roll around in glee when they get scared by a sudden 'roar' from the staff member reading. Children ask questions about characters within the story and suggest what might happen next.
• The manager is very passionate about supporting staff well-being. Staff report that they feel valued and appreciated within their roles. They are happy here. The manager offers support for all staff who need it and regularly evaluates the fairness of staff workloads. This has created an environment which promotes growth, honesty and reflection.
• Children behave very well. They are warm, welcoming and kind. Younger children offer the inspector some of their lunch and are keen to show off their favourite toys. They eagerly ask questions and listen to instructions from staff. Older children welcome the inspector into their play. They feel secure knowing that their key persons are nearby for reassurance if needed. This shows children feel a sense of security while at nursery.
• Staff encourage children to play outside daily. They use outdoor toys, such as ride-on cars and sports equipment, to help develop children's large motor skills. The manager has an ongoing development plan for the outside space. She keenly reflects on all areas of the nursery and staff practice routinely, in order to find areas for improvement. This means the nursery is continuously getting better.
• The manager uses additional funding thoughtfully to help secure the best outcomes for children. Children with special educational needs and/or disabilities are extremely well supported. The manager and her staff team offer a targeted teaching approach for every child, as they recognise every child has different needs. This means that all children make good progress while at this nursery and are ready for the next stage in their learning journeys.
• Parents offer very high praise for the nursery. They feedback that working alongside the manager and her staff team 'feels effortless'. They say that communication is a strength of the nursery. Parents are content because they recognise that the manager 'really puts children first'.
• Staff plan highly challenging activities for children. Most children show impressive focus as they concentrate and try hard. Staff offer their help, but also recognise when children may just need some encouragement to keep persevering. This helps to build children's confidence as they celebrate when they are successful. However, during activities some children wait for a long time for help as they are not yet developmentally ready for the task at hand.

What the setting must and should do next

The provider should:

• support staff to effectively tailor activities to meet the differing needs and levels of development of all children.