Littlesteps (Rochdale) Ltd

What is it like to attend this early years setting?

Children are warmly welcomed into this inviting setting by nurturing staff. Staff provide interesting learning experiences that excite children and extend their knowledge. As children play outside, staff encourage them to find where the wind is most powerful. Staff provide books that captivate the interests of children of all ages. As older children show an interest in dinosaurs, staff use non-fiction books to extend their knowledge. Children are eager learners who make good progress in their learning.

Staff are attentive and caring. They are positive role models who show respect for the children they care for. Staff gently suggest to babies that they may change their nappy. Older children are encouraged to meet their own self care needs. All children have a go at feeding themselves and at wiping their own faces. Children demonstrate that they feel safe, are confident and comfortable.

Staff have high expectations for all children. They follow consistently calm ways to support children to express their emotions. Children can frequently be heard talking about how they, and other people feel. Staff instil a sense of kindness. Older children show consideration to others. They dress up as superheroes and invite their friends and staff to join in, sharing out the resources. Children's behaviour is good and they have learned to play cooperatively with each other.

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

• Leaders have carefully considered the key knowledge that they want children to learn. They provide targeted training and support to help staff to implement the curriculum well. They place high importance on supporting children's communication and language skills. Staff use resources such as toy telephones to encourage babies' early communication. They are skilled at extending language through their back-and-forth interactions with children. Children are becoming confident communicators.
• Staff make accurate assessments of children's abilities . Leaders monitor the impact of the curriculum. They make good use of additional funding and swiftly identify when children may benefit from extra help in their learning. Close partnerships with other professionals have been developed to help children receive the support they need. Staff support children with special educational needs and/or disabilities (SEND) well.
• Staff value the knowledge parents and carers have about their children and establish strong relationships from the outset. Effective systems are in place to promote information sharing about children's care needs and development. Parents say that the home learning activity ideas that they receive, support them to extend their children's learning at home.
• Overall, throughout the nursery, staff plan routines to ensure they meet children's needs. However, some transition times are not organised effectively to ensure that children do not have to wait for prolonged periods. Furthermore, at mealtimes, staff deployment does not ensure that all children are provided with quality interactions while staff are completing routine tasks.
• Staff help children develop the skills they need in readiness for early writing. Babies grasp items and use their hand-eye coordination to stack interesting objects. Older children develop their finger strength as they cut paper and tape with scissors while wrapping up 'presents' for their friends. Older children demonstrate impressive skills as they draw pictures with great detail and begin to write some letters from their names.
• Staff help children to learn positively about similarities and differences between themselves and others. As children see their own reflection, staff encourage them to talk about their own unique features. Staff support children who speak English as an additional language by using key words and phrases in their home language. For example, at mealtimes, staff use the languages that children speak when talking about the meals. These experiences support children to feel valued and included.
• Developing children's understanding of healthy lifestyles is a key focus for leaders. Children look carefully in mirrors as they wipe their nose and then eagerly wash their hands. Older children talk about the need to 'catch their cough' to stop the spread of germs. Staff have supported children to develop a positive attitude to healthy eating. Children cheer as they see their favourite vegetables in the meals. They say that vegetables are 'delicious'.

What the setting must and should do next

The provider should:

• review the organisation of transition times so that children's waiting times are reduced and quality interactions with children are maintained.