Little Stars Nursery

What is it like to attend this early years setting?

Children excitedly come into the nursery and immediately join in games with their friends. They have formed secure relationships with staff and are eager to talk about what they have been doing at home. Children and babies feel safe and are keen to investigate the nursery environment. They complete tasks and choose their own play, as they develop their independence. For example, toddlers pour their own drinks. Older children help to tidy up and clean tables ready for snack time.

Babies enjoy practising their physical skills as they develop muscle strength during 'tummy time'. Children jump and dance as they explore different ways to move their bodies. Staff encourage them to place a hand on their chest to feel their heartbeat. In the outside area, children enjoy riding on tricycles and zooming about in cars. They learn to negotiate around the space, expertly moving between objects and ensuring they do not bump into friends. Children gain a good understanding of the importance of exercise and being healthy.

Sensory and tactile play has a strong focus across the nursery. Babies enjoy exploring the different textures of the materials in the large plastic tray. Older children explore the way the cooked spaghetti feels as they squidge it between their fingers. Staff make good use of activities to introduce descriptive language. For example, they talk about the spaghetti feeling slippery and slimy. Children are developing a wide vocabulary.

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

• Children develop good language and communication skills. They benefit from interactions with enthusiastic staff who speak clearly. Staff make effective use of action songs and sign language to support children. For example, younger children copy staff, as they move round the room wiggling their bodies and fluttering their hands like a butterfly.
• The nursery works closely with other professionals to help any children with special educational needs and/or disabilities. The special educational needs coordinator supports staff and has put in place detailed plans to address any developmental concerns. As a result, any gaps in children's learning and development are quickly addressed. The manager has made good use of additional funding to support children. For instance, they have purchased extra resources for small-group work, to encourage children's interactions with peers and build confidence.
• Children's behaviour is good and appropriate for their stage of development. Staff are aware of the importance of supporting children to deal with their emotions. They have put systems in place to help children of all abilities communicate their needs. For example, staff make strong use of emotion cards to enable children to communicate how they are feeling. Staff use picture timelines so that children know the daily routines and what is happening now and next.
• The manager has high expectations for what children can achieve. They understand the importance of having a qualified staff team to enable them to provide good-quality experiences for children. The staff team state that they feel valued. They receive regular supervision meetings to help support them in their roles. The manager has a secure induction procedure in place to help new and existing staff settle into new posts.
• Staff know the children well and have a clear intent for learning within the curriculum. They engage the children in a variety of adult-led activities. For example, children roll cars in paint before placing them at the top of the slope. Staff encourage the children to predict what will happen. The children talk about the quickest car and the changes in colour as the paints mix. But staff do not extend and challenge the more able children to build on their fascinations and learning.
• The younger children have a wide range of activities to engage in. They have space to spread out and interact with their chosen activity. For example, they have ample room to roll balls to see how many skittles they can knock over. Staff make good use of praise to encourage younger children to join in with painting activities as they use cars to make marks with the paint. However, staff do not provide younger children with a good range of open-ended play experiences. As a result, they have fewer opportunities for their curiosity and imagination to flourish.
• Partnerships with parents are good. Parents comment that they have formed professional relationships with staff and other parents. They value the daily communications they receive at drop-off and collection times. Parents also like the information they can view on their children's learning records online.

What the setting must and should do next

The provider should:

• provide a higher level of challenge to the most able children to help extend their learning even further
• increase the opportunities for younger children to be more curious and imaginative in their play and exploration.