Little Steps Day Nursery

What is it like to attend this early years setting?

Staff provide a happy and homely environment in which children thrive. Children are warmly greeted by staff, which helps to provide a smooth transition for the children's day. The manager knows what she wants children to learn and why. The nursery's curriculum is ambitious for all children and has a clear focus on helping them to acquire the key skills they need for their future learning. Staff provide children with a curriculum that is bespoke to their needs, particularly children with special educational needs and/or disabilities (SEND). Children make good rates of progress. Staff are nurturing towards babies, and they tailor the care to their individual needs. Staff support older children to develop their independence. They give children time to try to do things for themselves, such as dressing appropriately for outdoor play. Children enjoy being active outdoors in the fresh air, whatever the weather. They lead their own learning experiences. Children giggle with their friends as they splash in muddy puddles.

Children are kind and behave well. They show an awareness of sharing resources and playing with others. Staff model good behaviour, and children learn about boundaries and expectations. Staff praise children throughout the day. This helps to raise children's self-esteem and develop their confidence.

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

• The manager has designed a curriculum that is based around children's needs. Staff are aware of children's interests and know what each child needs to learn next. They follow what children want to do. When they identify children's specific individual needs, staff are confident in teaching the skills that children need to make progress, particularly for those with SEND. However, some staff do not always clearly understand what children should be learning during some planned activities.
• Staff interact with children well, supporting their communication and language skills effectively. They regularly read stories and sing rhymes with children, providing good opportunities for them to hear and practise using words. Children enjoy joining in with stories and confidently talk about the pictures and what is happening in the book.
• Children are familiar with the routines of the day. Staff understand the importance of consistent daily routines to promote children's feelings of security and their expectations of what happens now and what comes next. Children know what is coming next as staff give them cues to indicate a change in routine. They show their friends the picture timetable and turn over the sand timer to show that it is tidy-up time.
• Staff place a strong focus on supporting children's emotional well-being. They help children to learn self-regulation and social skills. For example, older children take part in activities to help them feel calm. Children listen to others and take turns to choose a colour for their 'breathing rainbow'.
• Children of all ages enjoy being outside. Babies practise walking and climbing over the step to the garden. Older children explore the muddy slope and hunt for bugs. They enjoy walking and running up and down the slope and they hold hands and wait for their friends. They find a place to dig and explore the texture of soil and use words such as 'soft', 'hard' and 'wet'. Staff talk to children about how the texture of soil changes when it rains. Children develop a good understanding of the importance of outdoor play, keeping physically active and getting fresh air.
• Parents speak highly of the support and care that they and their children receive. Staff work with parents and involve them in their children's learning. The manager meets with parents to gather feedback and share ideas on the plans for the nursery.
• Staff speak positively about their roles in the nursery. They share what they have learned from training and measure the impact that this has on children. For example, recent training for working with babies and toddlers has helped staff to explore the unique care and development needs of under-twos. This helps them to further develop their interactions with children.

What the setting must and should do next

The provider should:

• strengthen teaching practice even further to help staff develop a clear understanding of the sequencing and priorities for learning so that they are implemented consistently across the nursery.