Littleleaps

What is it like to attend this early years setting?

Children enter the setting and are welcomed warmly by friendly and caring staff. They quickly settle, finding familiar activities. Children develop their small-muscle skills as they carefully dip paintbrushes in paint to make marks on paper. Children benefit from fresh air as they explore the engaging outdoor area. They use their large muscles to propel themselves forward on ride-on toys and scooters, and are supported by staff as they carefully balance along a beam. Children work in harmony together as they roll small balls down a drainpipe into a bucket, cheering with delight as they watch the balls drop. They use their coordination skills to aim and throw the balls into a basket, before continuing to roll them down the pipe.

Younger children gather around the table eagerly to explore play dough. They use the developing muscles in their fingers to poke and squash the play dough. Children continue to use these skills as they scoop up sand and fill containers, squishing the sand in their hands and enjoying the feel and texture. Children join the staff to sing the welcome song. They use their emerging mathematical skills as, together, they count their friends. Staff develop children's knowledge further; as children play in the role-play kitchen, staff encourage them to count and compare the sizes of potatoes.

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

• Parents are complimentary about the nursery. They speak warmly about the 'attentive and enthusiastic' staff team. Parents know what their child is learning, and information is shared daily on their child's progress. Staff make a good link between the home and the nursery. For example, children enjoy taking the 'special' nursery teddy home. They take photos of the teddy joining them at home and on outings. They share their adventures from home with their friends at nursery.
• The staff team deliver a programme of learning that is relevant and interesting for the children. Staff sequence learning effectively and develop children's skills to prepare them for school. However, staff do not always provide an additional challenge for the most able children to support their learning further. For example, as children join in activities to support their mark-making skills, staff step in and write on their work rather than encouraging them to make marks for themselves.
• Children are encouraged to lead a healthy and active lifestyle. Staff talk to the children during mealtimes and have engaging conversations about how fruit and vegetables are healthy. Children have the opportunity to plan the nursery meals, working alongside staff to make good choices about their diet.
• Children behave well at nursery. They are respectful and listen to gentle instructions. For example, they respond well when it is time to tidy up or join their friends for group activities. However, at times, staff do not give enough attention to children who prefer solitary play. This results in some children not receiving frequent interaction to help them build on their skills and knowledge.
• The management team is passionate and committed. They involve staff in decision-making and use regular reflection and planning to drive forward improvements at the nursery. Staff are happy at their workplace; they feel supported by the knowledgeable management team. There are ample professional development opportunities that continuously raise the staff team's knowledge and understanding of effective practice in the early years.
• Staff work tirelessly with parents to support children with special educational needs and/or disabilities (SEND). They liaise well with external agencies to ensure children receive targeted care and learning opportunities. This results in children with SEND making good progress in their learning.
• The nursery provides a good range of additional learning experiences. For example, children catch the bus to visit a local library and choose books to bring back to the nursery. They write and post letters to their friends at another nursery and receive letters back that they share during group times. This helps to develop children's knowledge and understanding of the world.

What the setting must and should do next

The provider should:

• develop staff knowledge on how to support children who prefer solitary play, to help build on and extend the children's knowledge and skills
• enhance staff's understanding of how to provide challenge for the most able children to extend their learning to the highest possible level.