Little Village Learners and Fun Track

What is it like to attend this early years setting?

Children arrive eager to start their day at this nursery and out-of-school club. Staff welcome children and families on their arrival. Children feel happy and safe. Leaders and managers signpost families to local services. They share information on healthy eating and oral health. Staff encourage families to use the lending library. Books are available for adults and children to borrow to share at home. Leaders and managers plan opportunities for children to widen their experiences and develop an understanding of the wider world. For instance, children go on walks around the community. They visit the library and go on buses and trains.

Staff use daily opportunities to support children to keep on trying. They stand back while toddlers try to put their tops on. Staff wait before asking if they need help. Children persevere when faced with difficulties. Staff use praise and tell children how proud they are of them. Children beam with pride when they are successful. Staff provide opportunities for children to develop their independence skills. Babies learn to crawl and walk and begin to feed themselves. Toddlers learn to take their waterproof clothing off. They learn to wash their hands before lunch. Pre-school children confidently put their shoes and coats on when going outside. Children develop the skills they need for when they move on to school.

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

• Staff form positive relationships with children and families. They visit families in their homes to meet with parents before they start. Staff find out about children's routines, likes and dislikes, and what comforts them. This helps staff to settle children quickly when they become tired or upset. Children are happy and settled in the nursery.
• Staff plan activities and opportunities so that children develop their physical skills. Babies have the space to crawl and use the furniture to pull themselves up. Toddlers climb the steps of a slide and climb on large tyres. Older children run and kick a football in the large outdoor area. They learn to pedal a tricycle around the play area. They use tools and complete jigsaws. Children are confident movers.
• Staff support children's language and communication skills. When children explore an autumn tray, staff talk about the different colours of leaves. Children look at pumpkins and conkers. They talk about the harvest. Staff introduce new words, including 'scarecrow', 'plough' and 'autumn'. Children speak to the inspector, talking about their family and friends. They are confident communicators.
• Children follow the routines of the setting. They hang their coats on their pegs and wash their hands at snack time. However, sometimes, staff do not consistently organise routines to engage all children in their learning. For example, when staff read a story before lunch, not all children can see the book. Staff take some children to have their nappy changed during the story. Sometimes, the younger children are less engaged while staff complete routine jobs. This means that all children do not always benefit from the activities on offer.
• Staff read stories and sing to children. Children sing to themselves as they play. They enjoy joining in with action rhymes. Older children take delight in pretending to read a book to their friends. Staff share books with children throughout the day. Children develop a love of stories, songs and rhymes.
• Staff support children with special educational needs and/or disabilities (SEND) very well. They identify children's additional needs quickly. Staff do not wait to put plans in place. This ensures that any gaps in children's development do not widen. They work closely with health visitors to complete reviews for two-year-old children. Staff meet the individual needs of children. All children make good progress.
• Staff implement hygiene practices to ensure that all children's personal needs are met. Children learn to wash their hands before eating. However, sometimes, staff do not always teach children to begin to manage their personal needs. For example, staff wipe the noses of young children without offering explanation or allowing them to do it themselves.
• Parents are very positive about the nursery. They feel well informed about their child's day. Parents comment on the positive relationships they have made with staff. They say staff are personal and take the time to speak with them. Parents comment that their children have come on leaps and bounds. They say their children have made progress in their language and social skills.

What the setting must and should do next

The provider should:

• consider the effects of the daily routines so that children can remain engaged in their learning
• support staff to use all opportunities to teach children to become increasingly independent in managing their personal needs.