Little Treasures Nursery and Preschool

What is it like to attend this early years setting?

Children are happy, content and demonstrate trust in the staff and have a sense of belonging. Staff know the children well and provide a wide range of activities that support children's learning in all areas. All children, including those with special educational needs and/or disabilities (SEND), learn in an environment that is stimulating and supports their needs.

The staff are good role models and regularly reinforce behavioural expectations. Children are caring, polite and follow instructions well. For instance, they help staff to tidy toys away as they transition into the next aspect of the routine. The rules and boundaries in place help children feel safe, and they learn right from wrong. Staff support children to understand their emotions. For example, children engage in activities that require them to think about their feelings and discuss these in a small group. Their personal, social and emotional development is supported well.

Children love being outdoors in all weathers, exploring. Staff share the children's enthusiasm as they run through puddles that have been created by the overnight rain. Children show their delight by laughing as they splash in the puddles. Staff support children's physical development further by asking them to move in different ways, such as jumping.

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

• Managers and staff have developed a well-sequenced curriculum that helps children to develop skills as they transition through the rooms. Staff understand what they are teaching children and why it is important for their age and stage of learning. Through their careful observations and assessments, staff understand how children like to learn and where they need support. They provide children with appropriate next steps that move them forward and help them progress.
• The support in place for children with SEND is good. Staff make referrals in a timely manner to ensure children receive the targeted support they need. Managers have considered how they can adapt the curriculum to support children with SEND to enable them to access learning at their own level. All children make progress from their starting points. Parents of children with SEND express their gratitude for the personalised support and care their children receive in the setting.
• On the whole, staff plan well-thought-out activities that support children to learn new concepts. Children understand the routine and structure of the day. However, at times, staff do not always recognise the impact of the noise level in the room or consider how to support children in activities that require them to listen intently. Furthermore, managers do not always identify that some mealtime transitions, particularly for the youngest children, leave them waiting lengthy periods of time for their meals. As a result, children become less engaged and distracted at these times.
• Children are developing a love of books. The staff read to children in a way that captures their attention and imaginations. Children develop their listening and attention skills as they sit comfortably engaged in the stories read to them. They look at books independently and handle them with respect. They are learning that print carries meaning, and they strengthen their literacy skills.
• Managers and staff value parents' thoughts and opinions and seek regular feedback by sending out surveys and questionnaires. Parents share that they are happy and content that their children are safe and receiving good care. Staff gather useful information from parents when children first start. They talk with parents, sharing daily updates on children's routines and time spent at nursery. However, staff do not consistently share information with parents about children's learning or offer ideas on how they can further support children at home.
• Managers are reflective and have evaluated well the strengths of the setting and areas for ongoing development. Staff express that their well-being is a priority. They receive support, coaching and training to help them to promote their ongoing professional development.

What the setting must and should do next

The provider should:

• improve the planning of group activities and daily routines to fully support children's learning and avoid long waiting periods
• strengthen information-sharing with parents to help ensure that they are kept consistently informed and involved in their children's learning.