Little Wonders Nursery Penryn

What is it like to attend this early years setting?

Staff build positive relationships with all children. Babies and young toddlers have strong attachments to their caregivers and go to them for cuddles if they feel uncertain. Staff support children's learning through play. For example, they talk to children about what happens as they mix paints and help them to complete peg puzzles, promoting language and fine motor skills. Staff engage expertly in older children's play to extend their learning further. For example, at the water tray, staff help children to explore the concepts of weight and capacity.

Older children seek out their friends and play imaginatively together. For example, they draw maps and explore the garden to find buried treasure. All children behave very well. Staff encourage children's independence, and children manage their own self-care well. Older children have a very positive attitude to their learning. They concentrate for long periods of time and confidently lead their own play.

Parents are happy with the care and education that the nursery provides and report that the nursery is very responsive to their feedback. This has resulted in improvements to communication. Parents attend different events, such as a Father's Day picnic and sports day. Staff speak to parents each day about the activities their children have been involved in, and parents feel that their children make good progress.

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

• The provider creates an ambitious curriculum for all children. Staff organise learning experiences that are based on children's interests to support their motivation. For example, staff build on children's independent play, inviting them to make ancient treasure maps. Children learn about infusion and absorption as they use teabags to dye their paper. Similarly, children learn about the solar system following their interest in rockets. Staff continually build on what children know and can do to ensure that they make good progress.
• Staff plan activities within the university campus where the nursery is based. For example, they organise an Olympic event using the sports hall, and children attend photography and fashion exhibitions. Children learn about the roles and research that parents undertake at the university. These enriching activities extend children's learning beyond the nursery and support their developing understanding of the world around them.
• Staff support children's language development through stories and play. Children recall details in stories and are keen to join in as adults read. Staff introduce new vocabulary to children. For example, they use the terms 'capsize' and 'texture'. Children are confident communicators and have a wide vocabulary.
• Staff nurture children's creative and imaginative skills. Toddlers explore paints with their fingers and brushes. In the pre-school room, children express their emotions as they paint to music. Outside, children use a cardboard box to create a cosy reading den. Children freely and frequently express their thoughts and ideas creatively.
• Staff manage transitions very well to support children's emotional well-being and prepare them for change. For example, staff arrange frequent stay-and-play sessions when babies start nursery, and they establish positive relationships quickly. Staff work closely to ensure continuity of care when children transfer to new rooms. Staff support children's transition to school in multiple ways, including through stories and role play. All children are well prepared for the next stage of their education.
• Staff regularly ask older children questions, providing them with the time and opportunity they need to explore different concepts. For example, as children play with cars and a car track, staff encourage them to think about how they can make the cars travel at different speeds and to try out their ideas. This ignites children's curiosity and encourages critical thinking skills. However, staff in the baby room offer less opportunities for children to explore with different materials and to develop their problem-solving skills. Furthermore, they do not always organise themselves well enough to promote younger children's engagement and interest in activities.
• The provider is committed to the continuous improvement of the nursery. They have worked with the local authority to make improvements to the baby room to promote children's development and emotional well-being and help children to settle more quickly. Staff attend regular training and receive ongoing support to develop their knowledge and skills. The provider continues to improve this process even further, incorporating more regular observations and staff supervisions.

What the setting must and should do next

The provider should:

• enhance opportunities for creative play in the baby room to promote children's curiosity, exploration and problem-solving skills
• support staff working with babies to organise themselves more effectively to further promote children's engagement.