Little Teddies Walderslade

What is it like to attend this early years setting?

The dedicated staff at this inviting nursery prioritise the individual needs of all children. Children are confident and settle well in their environment. They form strong relationships with staff, which helps children feel safe and secure. For example, children will embrace their key person in cuddles and know they are close by when they need reassurance.

Staff plan activities taking into consideration children's interests, developmental needs and any special educational needs and/or disabilities (SEND). The curriculum is well planned and sequenced, which enables children to embed their learning. It currently has a focus on children's personal, social and emotional development, physical development and communication and language. Children show a 'can-do' attitude to learning and persevere to do things by themselves. All children make good levels of progress from their starting points.

Children's behaviour is good. There are clear expectations, which staff consistently embed. Children play together well. The effective deployment of staff and range of high-quality experiences provided keeps children engaged and motivated. Furthermore, older more mobile children are courteous to those who are learning to sit and stand, giving them space to play and sharing resources with them.

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

• The provider is passionate and dedicated to providing high-quality care and education. They regularly reflect on practice and understand the strengths and areas for development across the nursery. Staff receive effective coaching and support through regular one-to-one time and appraisals with the provider. All staff are motivated to improve outcomes for children in their care and undertake training to further support this.
• Staff support children with their early mathematical skills. For example, when children paint their hands, staff model counting to three before they place their hand on the paper. Furthermore, staff encourage mathematical language relating to shapes and understanding 'high' and 'low' as they explore sand using the sieve and understanding where they need to hold it.
• Children's physical development is supported well. Staff understand child development and what opportunities children need to develop their gross and fine motor skills. For example, staff arrange resources at various heights to motivate babies to pull themselves up and cruise towards items that catch their attention. They also offer 'tummy time' and have created safe areas for babies to roll. Children spend regular daily time in the garden.
• Overall, staff support children's communication and language well. Children have developed a love of books and regularly take these to staff to read. Children hear a range of well-loved nursery rhymes, which are used to sooth them and settle them to sleep. As children play, staff introduce new words to children and repeat words back to embed them in their vocabulary. However, the way staff are positioned while interacting with children makes it difficult for them to see the faces of those who are reading and talking to them. This doesn't fully support children's ability to fully grasp effective communication and engage in meaningful two-way conversations.
• The arrangements to meet the needs of children with SEND are good. The provider understands their role and responsibility to work closely with staff, parents and other professionals. Staff seek external help and support as needed to ensure children are making at least good levels of progress.
• Children benefit from regular trips. This supports their understanding of the world around them and the make-up of their local community. For example, children visit local shops, parks and the library where they take part in music- and-movement sessions.
• Children's care needs are met by attentive and responsive staff. The highly effective settling sessions enable parents to share information regarding children's care routines. Staff communicate well to ensure they share information about children's dietary requirements, stages of weaning and preferences for sleep. Staff meet the individual needs of all children, and as a result, they have high levels of well-being.
• Partnerships with parents are good. Information about children's care routines, next steps in learning and current interests are shared verbally and through an app. This enables parents to continue to support their children's development at home. Furthermore, parents are invited into the setting for informal chats and to continue to build supportive and collaborative partnerships with staff.

What the setting must and should do next

The provider should:

• strengthen teaching to ensure that children receive consistent high-quality interactions to support their developing communication and language skills.