Little Wings Big Dreams Nursery

What is it like to attend this early years setting?

The manager and staff provide a welcoming learning environment for all children. Children feel happy, safe and secure. They have lots of opportunities to express their feelings and develop their emotional well-being. For instance, in the morning, children place their name next to the facial expression they relate to the most at that time. Older children confidently tell staff how they are feeling. During circle time, toddlers suggest that they can give their friends a hug when they are feeling a bit sad. The manager has high expectations for children's behaviour. Children behave exceptionally well.

Children are active learners. For example, young children are encouraged to identify shapes they draw on the floor with chalk. Older children discover how to make colours by mixing paint. All children are supported extremely well, including children in receipt of additional funding and those with special educational needs and/or disabilities (SEND). Children demonstrate high levels of curiosity. For example, young children focus on working out how to use different-sized cogs to make wheels turn round. Older children learn the names of different butterflies. They listen to their friends as they discuss how caterpillars become cocoons before they turn into butterflies. Children develop good communication and language skills.

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

• The managers work closely with staff and parents to gather feedback. Managers evaluate their practice and put systems in place to help drive improvements forward. For instance, the manager uses an outside catering company to help provide a broad range of healthy meals. Parents are able to provide a packed lunch. However, the packed lunches are not monitored closely enough to ensure that meals are nutritious.
• Children are highly engaged in learning outdoors. For instance, staff support children to explore measurements and cause and effect, using sand and water. Children develop good mathematical skills. They enjoy the large floor sand tray. However, on occasions, staff do not supervise children closely enough during sensory play.
• The managers provide an ambitious curriculum. They are proactive in evaluating the impact of activities and resources provided for children. Since the COVID-19 pandemic, staff have observed that children need support in their language development. As a result, children take books home to read with their parents. Staff have created more cosy areas with books and props. Children show highly positive attitudes towards their play and learning. They make good progress with their speech and language development.
• Children have lots of opportunities to develop their physical skills. They are encouraged to be independent and make decisions for themselves, such as selecting which fruit they would like. From a young age, children are confident. For instance, when they come in from outside, they independently take off their shoes and wash their hands before they go into the soft-play area. Older children skilfully use tongs to serve themselves at snack time.
• Staff are positive role models and children behave exceptionally well. For instance, children show perseverance when using scissors. They share with their friends and patiently take turns as they engage in creative activities. Staff give children lots of praise for their efforts. This helps to promote children's self-esteem. All children make good progress from their starting points.
• Parents are very positive about the nursery. For example, during the settling-in period, the manager asks parents to record keywords in their first language. Children have the opportunity to listen to the voice recordings when they feel unsettled. This builds on children's resilience skills and helps them to develop a strong sense of belonging.
• Staff know children well and work closely with parents and professionals. Children with SEND receive outstanding support and attention to allow them to develop to their full potential at their own pace. For instance, children confidently observe the sand timer and staff use visual timetables for the daily routine. This helps to prepare children for the next stage of their learning and for school.

What the setting must and should do next

The provider should:

• support staff to understand how to better promote healthy eating and share information with parents
• strengthen staff supervision of children during sensory activities.