Little Wonders Nursery and Educational Services Ltd.

What is it like to attend this early years setting?

Staff's interaction with children is warm, caring and nurturing. They are enthusiastic and praise children for their efforts, achievements and positive behaviour. This has a positive impact on children's confidence and self-esteem and their readiness for learning. Staff recognise the uniqueness of each child. The highly effective key-person system helps to ensure that children's emotional well-being is supported effectively. Children's behaviour is good. They listen to stories well and share books with one another as they turn the pages and look at the pictures. Staff provide good opportunities to role play. Children use their imagination well as they pretend to cook with water, soil and leaves in the outdoor mud area.

Children with special educational needs and/or disabilities (SEND) quickly develop a strong sense of security and build close attachments to staff. Staff have a good understanding of each child's learning needs and tailor activities to help them make good progress. Children have a keen enthusiasm to take part in these activities and learning experiences on offer. Children particularly enjoy the opportunities for physical activities. Outside, children count as they hop, jump, bounce and catch the ball. Staff encourage children to take appropriate risks and challenges, for example by supporting children to climb the steps and go down the slide.

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

• Staff support children with SEND effectively. They are extremely proactive in seeking early help for children when needed. Staff work closely with the child's family and other professionals. Achievable targets are set for children. These promote children's ongoing care and progression in their development.
• Older children are caring towards younger children and help to look after them. For example, when children notice that others are having difficulty fastening their coats, they ask them if they would like some help. Older children also show acts of kindness as they invite younger, less confident children to join them in their play. Children behave well.
• Staff provide good-quality care and learning experiences. They structure the curriculum to support and build on what the children know and can already do. Children develop a good understanding of mathematical concepts. They count in activities and begin to make simple calculations. They excitedly recognise the number 22. Children call out excitedly that two and two make four when added together. Children are developing excellent mathematical knowledge.
• Everyone is valued and encouraged to make their own contribution to the nursery. This places a strong emphasis on the staff's well-being. There is a strong team spirit. They regularly reflect on their practice and assess the quality of the provision. Staff have good training opportunities to develop their practice and they feel well supported.
• The learning environment is inviting and there are lots of exciting resources that are easily accessible to children. Staff plan enjoyable activities that children are keen to take part in. However, at times, group activities are not organised well. Because of this, children lose interest and do not stay engaged in their learning.
• Staff introduce new words to children through stories and rhymes to broaden their vocabulary. For instance, children excitedly shout out 'snake' and 'monkey' as they listen to their favourite story. However, occasionally, staff do not prompt children to think for themselves and to express their thoughts and ideas when they ask children questions. This does not support and enhance children's thinking skills.
• Parents speak highly of the nursery. They say that staff are supportive and help them to understand how they can extend their children's learning at home. Parents are happy with the progress their children make. They compliment staff on supporting children and helping their children to become more confident.
• Staff support well children who speak English as an additional language. They use key words children know and signs and symbols highly effectively to help children communicate. Staff have established good routines that children readily follow. Children happily sing a tidy-up song to let their friends know it is time to get ready to go outdoors. Children at risk of falling behind are well supported by staff.
• Children demonstrate that they are ready for the next stage of their education. Every opportunity is provided to support children's developing independence and their understanding of the importance of good behaviour. Links are made with schools to ensure continuity in the children's care. This supports children and their learning when the time comes to move on.

What the setting must and should do next

The provider should:

• review the organisation of group activities so that they are relevant to all children's needs and interests
• develop how staff interact with children and ask purposeful questions to fully support and extend children's thinking skills.