Little Workshop Day Nursery

What is it like to attend this early years setting?

Children are happy and confident to enter the nursery and are warmly welcomed by staff. Newer children are welcomed by their key person and are offered cuddles before going off to find their friends.

Staff know the children well and use this knowledge to provide engaging and exciting activities. They carefully plan resources and activities specific to the children's needs and interests. Children quickly become engaged in their learning.

Children take part in daily routines in the nursery and enjoy being part of tidying and setting up ready for lunch. Children behave well and the rules of the nursery are consistently reinforced. For example, children tidy away their own toys and show respect for the materials they use. They use good manners when talking to each other.

Children demonstrate positive attitudes to learning. They are supported by staff, who have high expectations of what they can achieve. For example, when learning to write their names, children begin to recognise letters and are successful in writing the letters to form their name.

The members of the leadership team are passionate and dedicated about delivering the best possible outcomes for children. They are hands-on and involved in the day-to-day running of the nursery. This supports the ongoing progress and development of the staff team.

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

• The leadership team has the same ambitions for all children. For children with particular needs, such as special educational needs and/or disabilities (SEND), the curriculum is still ambitious and meets their needs. Staff observe and review children's progress and interests to plan next steps. For example, children experiencing water play for the first time is celebrated and noted to offer further opportunities for them to explore water play.
• Children benefit from meaningful learning across the early years foundation stage (EYFS) curriculum. However, staff do not consistently provide opportunities for children to develop their knowledge and understanding of mathematical concepts, such as counting. For example, children enjoy making play dough with staff and talking about what they are doing. However, there is minimal conversation to encourage them to count, compare and discuss quantities.
• Staff share information with parents about their child's progress in relation to the EYFS. They offer suggestions for how parents can support and extend their child's learning at home. They share children's achievements each day, particularly when children have experienced or achieved something new.
• Staff have high expectations for children's behaviour and conduct. These expectations are understood and applied consistently and fairly. This is reflected in how children are learning to manage their emotions and work together to resolve minor disagreements. For example, when they want to play in the same area, children recognise this and make space for each other to play together bathing their baby dolls.
• Children demonstrate positive attitudes to learning and have high levels of curiosity and enjoyment. They listen intently and respond positively to adults and each other. Children take pride in their achievements. For example, when learning to write their names, they help each other to find letter tiles of their names and praise each other for their achievements.
• Relationships among children, parents and staff are positive and respectful, which creates a culture where children feel safe and secure. Children know and understand the daily routine and work together with staff and visitors to keep themselves safe. For example, they confidently share with the inspector that they must close the gate and that the doorbell has a camera so that they can see who is there.
• The provider has effective care practices and promotes children's confidence, resilience and independence. Staff teach children about sun safety and support them in applying their own sun cream before going outside to play. Children talk about needing sun hats to keep the sun off their heads and how they will drink water to keep hydrated.
• The key-person system is established. It promotes children's well-being and supports them to form secure attachments with staff. Children are keen to seek out their key person and engage them in their play. Key persons know children and the progress they are making. They identify new experiences or interests and build on these.
• The members of the leadership team act with integrity to ensure that all children, particularly children with SEND, have full access to their entitlement to early education. They work closely with the local authority to support children having access to early years provision.

What the setting must and should do next

The provider should:

• provide more opportunities to develop children's learning and understanding of mathematical concepts, such as counting and number, during their play and daily routines.