Little Tots Nursery

What is it like to attend this early years setting?

Staff have developed warm and trusting relationships with children, and they know their key children well. They are sensitive to babies' needs and alert to their cues. Staff recognise when they are tired and allow them to rest when needed. As a result, babies feel safe and secure. Staff provide older children with regular constructive praise and encouragement, helping them understand what they did well. This encourages a growth mindset and builds confidence and motivation.

Children thrive in a stimulating learning environment filled with opportunities for exploration. The curriculum is carefully tailored to support each child's unique developmental needs, with a strong emphasis on communication and language. It is thoughtfully designed to foster language development through rich, engaging experiences. Staff plan meaningful activities that enhance vocabulary through storytelling, imaginative play, songs, rhymes and the consistent modelling of new language. For example, stories are brought to life through expressive delivery, sparking curiosity and encouraging children to actively participate and discuss characters and events.

Staff consistently promote positive behaviour. Children demonstrate a strong understanding of staff expectations, such as sharing, taking turns and using good manners. Children play both cooperatively and independently, showing awareness of boundaries and expectations. These positive interactions support the development of empathy, respect for others and help children build the skills needed to regulate their emotions and behaviour.

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

• Children's development is closely monitored by staff, who respond promptly when gaps in learning are identified. They work in partnership with parents and other professionals to plan and provide targeted support. Additional funding is used effectively to meet children's individual needs, helping to close any gaps in learning. As a result, all children, including children with special educational needs and/or disabilities (SEND), make good progress from their starting points.
• Staff are trained to deliver targeted communication interventions. Where additional support is required, it is identified swiftly, allowing for timely and effective action. This proactive approach ensures that children receive the support they need early on, promoting secure and sustained progress in their development.
• Staff actively encourage healthy lifestyles by ensuring that children spend time outdoors daily, engaging in fresh air and physical activities that promote their health and well-being. For example, babies enjoy popping bubbles in the garden, while older children have opportunities to ride bicycles and other wheeled toys.
• Staff carefully monitor and organise play spaces based on children's needs and interests. They create an environment and offer activities that foster children's enthusiasm, concentration and active engagement in learning. This extends well to children's experiences and activities. For example, younger children remain engaged for prolonged periods during group activities. However, occasionally, these sessions do not focus on how to maximise all children's focus and sustained participation.
• Children benefit from meaningful opportunities to develop an early awareness of healthy habits. Staff support them to use safety knives to prepare fruit at snack time and to practise toothbrushing routines. These practical experiences promote independence and help embed positive, lifelong self-care habits.
• Children are provided with a variety of experiences that help prepare them for school. Older children take part in new routines, such as lining up, entering the nursery in an orderly way and attending a structured registration session. They practise getting dressed using their local school uniform and learn to recognise their names. Children are well supported to gain the skills they need for a smooth transition to school.
• Effective partnerships with parents are a key strength of the nursery. Parents speak positively about their children's experiences and feel that staff have a strong understanding of their children's individual needs. Communication is clear and consistent, keeping parents well informed about their child's progress and next steps.
• Leaders offer families opportunities to borrow resources, such as books to share at home, to boost children's vocabulary. They also run workshops that inform parents on how they can support their child's learning at home.
• Leaders prioritise the well-being of their small team, creating a positive and supportive working environment. Staff say they feel happy and well prepared for their roles, with ongoing support provided through regular supervision. As a result, staff report feeling valued and motivated in their work.

What the setting must and should do next

The provider should:

• review the organisation of group sessions to maximise children's focus and sustained participation.