Little Tots Nursery

What is it like to attend this early years setting?

Staff support children to settle into their busy learning environment. Children are happy to be there and are ready to start their day. The staff's warm interactions help children feel secure, and they develop a sense of belonging. Staff support their personal, social, and emotional development well. If conflicts occur and children become frustrated with each other, staff encourage them to talk to each other about their behaviour and how this makes each other feel. Staff speak kindly and value children's feelings. This effectively supports children to resolve their issues and regulate their emotions.

Staff plan activities that have a clear intent for learning and support the curriculum. They know what it is they want children to learn. The learning goals are well-thought-out, appropriate, and achievable for children. For example, staff effectively promote equality and inclusion during an activity where they learn about each other and their different backgrounds. Staff encourage children to talk about the similarities and differences between them. They look at each other's eyes and hair colour and talk about what makes them the same and how they are different. The staff talk about everyone being unique and respecting and being kind to one another. Children improve their understanding of the world they live in and recognise and appreciate different cultures.

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

• Managers and leaders have an accurate view of the strengths of the setting. They understand where their attention and support are best placed to enhance practice and provision further. Managers and leaders are reflective and dedicated to their roles. They have recognised the impact that the COVID-19 pandemic had on children and supported them in specific areas. Managers and leaders understand their responsibilities to meet requirements and have effective oversight of the service they offer. This has a positive impact on the care and learning the children receive.
• The curriculum in place supports children to enhance their skills across all areas of their development. Staff gather a wealth of information to inform them of children's starting points. Through their observations and assessments, they recognise where children are at in their learning. Staff understand what they are teaching children and why this is important. Children make good progress in line with their abilities.
• Overall, children's behaviour is supported well. Children are polite and generally kind and caring to one another. They seek each other out to share their experiences with and hold hands as they walk around the setting. Staff praise children for their achievements, which gives them a sense of pride. However, they are not always consistent when they reinforce what children can and cannot do, such as running up the slide or sitting on tables. The inconsistency when imposing rules and boundaries can be confusing and does not fully support the children to learn what is right and what is wrong.
• Children with special educational needs and/or disabilities (SEND) receive the support they need to become successful learners. The staff are knowledgeable about their needs and know the children well. Children develop well with the targeted support that is in place for them. The special educational needs coordinator (SENCo) is dedicated to her role and effectively works with the children's key person, parents, and outside agencies. She seeks guidance and support where needed. Parents of children with SEND express their children are progressing well with the support they receive.
• Arrangements to support children's speech and language are effective overall. Staff speak clearly and give children who speak English as an additional language new words to communicate their needs and develop their skills. Children demonstrate confidence to share their feelings and talk to staff and each other. However, during some discussions, staff do not always give the children time to process what they are telling them before giving more information and asking questions. This does not fully support them to reflect and respond to information and build on their communication and language skills.
• Parent partnership is effective. Staff share information with parents about what their children are learning and value parents' thoughts and opinions. They understand that working collaboratively with parents gives children the support they need to progress well. Parents communicate that they are extremely happy with the care and support they receive. They are aware of who their child's key person is, and work closely with them on shared goals that support children to develop. Children are happy and secure in their environment.

What the setting must and should do next

The provider should:

• support staff to implement consistent expectations for children's behaviour, so that children increasingly learn to follow rules and boundaries
• strengthen skills in recognising when to give children more time to process information to support communication and language even further.