Littlehampton Day Nursery CIC

What is it like to attend this early years setting?

Children happily arrive at the setting as they are warmly greeted by their key person. Staff support older children to find their photo on the self-registration board and choose where to hang their belongings at the start of the day. This promotes independence and fosters a positive sense of self.

Children have a good attitude to learning. Older children enjoy being able to have free flow between indoors and the large, well-equipped garden throughout much of the day. Staff skilfully and sensitively manage transitions, which allow children to play and explore for extended periods of time. This supports children to follow their interests and persevere with tasks.

Younger children demonstrate strong bonds and attachments with staff who know them well. Staff support their independence, for example by encouraging them to use spoons to feed themselves. They talk to babies constantly and encourage them to repeat words as they babble and squeal with delight.

Children with special educational needs and/or disabilities (SEND) are supported well. Staff use simple sentences and signing to communicate and support children with SEND to engage in activities alongside their peers, which creates an inclusive environment.

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

• The manager and staff sequence the curriculum to cover all areas of learning. Children have access to a wide range of learning opportunities, and staff skilfully plan the learning environment to follow their interests and build on what they already know. Staff support children's learning and development well through effective assessment and planning of next steps.
• Older children learn about the natural world as they enjoy a bug hunt in the garden. Staff support children to identify minibeasts and collect snails in magnifying pots to inspect. Staff skilfully extend the children's learning as they talk to them about insect homes. They introduce new words such as 'hive' and 'burrow' as children set about making habitats with large construction materials.
• Younger children benefit from a separate calm and cosy environment. Generally, staff support their development well. Staff read stories, sing nursery rhymes and offer a variety of sensory exploration opportunities, including sand and water play. However, occasionally, daily routines are not organised fully effectively to meet all children's needs. For example, on occasion, during tasks such as nappy changing, older babies are left to wait for extended periods without being occupied. Consequently, they become restless, which affects their behaviour.
• Children with SEND make good progress from their starting points. The manager, who is the special educational needs and disabilities coordinator, is committed to ensuring that all children with SEND receive appropriate support. She uses additional funding well to meet the needs of all children.
• Babies have plenty of space to develop their physical skills and strengthen their muscles as they learn to crawl, walk and jump on the toddler bridge and garden equipment. Older children practise more challenging skills to develop coordination and balance on the obstacle course made of planks and crates. They develop their fine motor strength, for example by accessing threading and play dough activities.
• Staff say they feel well supported by the approachable manager, who has an 'open door policy'. The manager places a high importance on staff well-being and professional development. For example, recent training has included communication and language and Makaton training, which has enhanced staff's teaching skills.
• The staff are excellent role models, and children behave well. Staff use a consistent, calm and gentle tone with each other and the children. This fosters respectful relationships. Staff have high expectations and encourage children to listen to each other, share and take turns. Children respond to consistent gentle reminders from staff, such as to use their 'walking feet'.
• Parents report that the staff are very supportive, approachable and have a flexible approach to settling in. They are happy with the progress their children make. Overall, staff work closely with parents. For example, they support home learning by sharing suggestions and tips. However, occasionally, staff do not successfully gather full information from parents about children's home languages to assist with communication in the setting. This means that some children who speak English as an additional language do not consistently receive high levels of support.
• Staff teach children about healthy eating and the importance of good oral hygiene through a 'healthy eating project'. They share clear messages with parents and children to support their understanding and exposure to healthy food choices. For example, children play a fruit and vegetable matching game with staff who discuss the importance of a healthy eating lifestyle. In addition, children choose from a variety of fruits and vegetables in the snack shed.

What the setting must and should do next

The provider should:

• review and improve the daily routine for the youngest age group to minimise waiting and disruption during times of key tasks such as nappy changing
• strengthen parent partnerships further to offer more consistent support for children who speak English as an additional language.