Little Wagtails

What is it like to attend this early years setting?

Children show that they have strong attachments with staff in this welcoming setting. They smile as their key person comes to collect them from the gate. Older children happily walk into nursery as staff chat to them. Younger children reach out for staff to carry them. When children begin nursery, staff help them settle using their favourite songs and characters from books. All children receive lots of individual attention from the calm and friendly staff. Some children find the move to nursery overwhelming after periods of isolation due to the COVID-19 pandemic. Therefore, staff use an enclosed reading area to help children feel secure. Children learn through a balance of self-chosen play and adult-led activities linked to a topic. For example, children choose a puzzle from the shelf. Staff name the colours and shapes with them as they play. Later, children colour a large union flag with red and blue for the Queen's birthday.

Staff have high expectations for children's behaviour. They encourage children to help tidy up. Children listen carefully and follow directions to put resources back where they belong. They smile as staff praise them. Staff cheerfully lead the children through daily routines. Older children show a good understanding of what to do. For example, they attempt to roll their sleeves up before washing their hands. When they finish, they take themselves to the table for snack time.

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

• Staff have good knowledge of how to help children develop their physical and social skills. Older children confidently climb and balance as they use the equipment. They use their small muscles to scoop sand and make marks with chalk. Younger children smile at staff as they talk and sing to them. They begin to explore the room as they become increasingly mobile. Children learn to take turns in play as staff show them how to roll a ball to each other.
• Children are learning to identify themselves and their peers. They enjoy looking at photos and sticking their own to a board during registration time. They explore their own preferences when they choose food and drink at mealtimes. This contributes to their emerging sense of self.
• The nursery environment is carefully planned to encourage exploration. Children happily show staff what they have found. Staff talk to children about each item they pass to them. They inspire a sense of wonder as they play peek-a-boo through the coloured blocks children find. As a result, children are highly engaged in play.
• Staff frequently assess children's development. When they identify gaps in learning, they promptly introduce activities and resources that will support individual development. For example, staff bought in items that began with a particular sound to help children develop their pronunciation. This helps all children to continue making progress across the curriculum.
• Staff work well with parents. They find out about children's different starting points and interests. They use this information to plan activities for individual children in various curriculum areas. For example, staff set up vehicles in paint to encourage creativity. As a result, children access all curriculum areas. Parents say that 'there is great communication between home and nursery for reporting progress'.
• Children visit the school grounds with staff to discover the world around them. They enjoy a yoga session in school each week. They anticipate the familiar songs and join in with actions. Children's confidence increases as they become familiar with other people and environments.
• Staff use a variety of questions to promote children's thinking skills. For example, they ask children to consider if the water is hot or cold during handwashing. However, staff do not always give children sufficient time to think and respond before asking more questions. Furthermore, they do not model words to help children answer. Therefore, children often respond with gestures rather than words.
• Leaders are mindful of the pressures on staff. They have a strong focus on well-being. Staff encourage and support each other in their practice. However, leaders have not yet organised a system to accurately identify where teaching practice could improve. This means that weaknesses in some areas of the curriculum are not resolved.

What the setting must and should do next

The provider should:

• strengthen supervision arrangements to include rigorous monitoring of staff practice in order to raise the quality of provision even further
• provide even better support for children's communication and language that includes giving children more time to answer and clear modelling of language.