Little Stars Day Nursery

What is it like to attend this early years setting?

Children at the setting are confident and enjoy meeting new people. They are excited to say hello to visitors and are proud to show them around the setting. Children demonstrate their confidence and language skills through their communication and happy smiles. Children attend settling-in sessions before they begin at the setting. Staff gather important information from parents, such as routines, interests and what children already know and can do. Children spend time with their key person, developing good relationships and helping them to feel safe in their environment.

Children take part in a variety of well-planned learning opportunities that interest them. When in the garden, children dig in the mud to find different toy insects. Staff name each insect and use a book to extend children's learning. They learn new words such as 'scorpion' and staff extend children's language development further by singing related nursery rhymes.

Children visit the local community, buying ingredients from the local shops and bakery and visiting the local care home. Children share experiences with others and learn about different people who live around them, giving them a greater understanding of events that they may not experience at home.

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

• Staff have implemented a well-sequenced and meaningful curriculum throughout the setting. The curriculum focuses on children's well-being, confidence and language development. Staff are very dedicated and work as a team to implement this curriculum across the setting. There are effective arrangements in place to support children as they transition to each room and, therefore, children are ready for each stage of their learning journey.
• There is a big emphasis on language development throughout the setting. Staff record and display new words babies and toddlers learn and use this to extend their development and communication. They repeat words clearly and initiate conversations. Staff create awe and wonder moments that ignite children's curiosity. For example, babies enjoy exploring shiny bowls and scoops in the 'messy' tray. They develop their physical skills and staff introduce new words such as 'wow', 'mix' and 'scoop'.
• Staff provide many opportunities throughout the setting for children to develop their social skills, for instance through group games and discussions. However, staff do not consistently reinforce high expectations of children's behaviour. For example, children are not always reminded to put resources away or to respect their peers' belongings.
• Staff teach children about a range of religious and cultural events. They include festivals that are relevant to the children at the setting. Staff ask parents to share their celebrations from home and children share items from home with their peers. Children learn about the similarities and differences between them and share celebrations from around the world.
• Children learn about healthy foods and drinks and staff remind children of the importance of drinking regularly. They discuss healthy foods and have access to fresh fruit at snack times. However, on occasion, staff do not consistently support children to develop an awareness of the importance of handwashing. For example, sometimes children choose not to clean their hands before eating.
• Staff demonstrate their high-quality interactions with children throughout the day, for example during story time. They provide exciting experiences for children and they are eager to join in. Staff read a story and together they stand up and act out the storyline. Children are excited and staff skilfully calm them by varying the sound of their voice and asking questions. Children focus and fully immerse themselves in their learning.
• The manager prioritises staff well-being. Workload is kept minimal and all staff are given time within the working day to complete paperwork. The manager regularly organises team building events and staff report on the wonderful items that are provided for them at the setting, such as thick, comfortable jumpers, treats and toiletries. Staff explain that they feel appreciated and that this inspires them to provide an environment for children that supports children's emotional development, helping them to feel happy and healthy.

What the setting must and should do next

The provider should:

• strengthen the arrangements for helping children learn about the importance of simple hygiene routines, such as handwashing
• ensure that there is consistency in maintaining high expectations, especially for older children at the setting.