Little Squirrels @ Shrawley

What is it like to attend this early years setting?

Staff greet parents and children with smiles and welcome them into the setting. Home visits enable children to get to know staff before they join the nursery. This helps children feel safe and secure. Key persons support transitions between rooms and other settings and share information about children's needs and development. This provides continuity of care and learning for children.

Staff plan the curriculum around children's interests. Babies explore tummy time activities and develop their mobility. Toddlers negotiate low-level climbing frames that build their confidence and strength, while pre-school children develop their physical skills as they join in with engaging yoga sessions. Staff encourage children to use their imagination as they pretend to travel across Africa in hot air balloons. They balance like flamingos on one leg and curl and stretch like coiled snakes. Yoga sessions end with the option of a gentle head massage to help children relax after a busy morning learning through play. Staff promote healthy eating. All children enjoy healthy snacks of fresh fruit and vegetables. Children learn about where food comes from as they grow and harvest food in the nursery garden.

Staff promote children's communication and language skills with songs, stories and conversations supported with sign language. Every child is assessed using a screening tool to identify gaps in learning. Children behave well. Staff use praise to encourage positive behaviour. They promote fundamental British values, encouraging children to listen, share and take turns with their peers. Staff model good manners and teach children the skills to form respectful relationships with others.

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

• Children with special educational needs and/or disabilities are well supported. Staff complete assessments to identify if children are meeting expected developmental milestones. They work in partnership with parents and make referrals to specialist services. This ensures children receive the timely support they need and helps prepare them for the next stage of their education.
• Staff support children to develop a positive sense of self. Babies point to family photos and talk about their families. Staff support toddlers to talk about how they are feeling and place their photos next to characters from the 'The Colour Monster' story. Parents share children's home learning experiences and staff build on this. For example, following a visit to a local regatta, staff provide resources for children to make boats. Children test whether they float or sink.
• Staff promote a love of books. Babies enjoy story time cuddles with their key persons and pre-school children vote for their favourite story. Children listen intently and join in with animated story time sessions led by staff. This helps to develop children's communication and language skills and build a broader vocabulary.
• Children spend extended periods of the day playing outside in the fresh air. They explore nature on local woodland walks. Leaders and managers have plans to redevelop the outdoor space and create an additional area for babies, alongside the toddler and pre-school garden. However, staff do not always provide opportunities for children to learn about other communities and cultures beyond their own.
• Parent partnerships are strong. Staff share children's learning during daily conversations and termly parents evenings. Leaders recognise the challenges of modern day life for families. They provide key information for parents and signpost them to support services. Home learning bags are available to support areas, such as tooth brushing, dummy dropping and the arrival of a new baby. Parents say staff celebrate children's individuality and provide loving care in a homely environment. They state staff prioritise children's emotional development and nurture their fascination for learning.
• Leaders complete regular observations of staff to identify strengths and training needs. This, along with peer observations, enables staff to further develop their teaching skills. Leaders support staff mental health and well-being. Staff have non-contact time to reflect on children's learning and complete assessments of their key children. Leaders seek staff views of what makes them feel happy and fulfilled in their role. This helps staff feel valued and supported and creates a positive ethos among the staff team.

What the setting must and should do next

The provider should:

• help children to develop an awareness of other cultures to prepare them for life in modern day Britain.