Littleways Day Nursery

What is it like to attend this early years setting?

Children and their families are warmly welcomed into this inclusive and supportive small nursery setting. Children are happy and settled here. Their emotional well-being is central to staff practice throughout the nursery. Children who are new to the setting are supported effectively as they build positive relationships with key staff. Older children have some excellent opportunities to develop their awareness of differences and to celebrate what makes them and others unique. This helps children to develop high levels of self-esteem and an appreciation of diversity. Children who are learning English as an additional language are very well supported. Skilled staff understand the impact the COVID-19 pandemic has had and use their expertise to access, monitor and promote early communication skills.

Children benefit from a broad range of interesting activities and experiences that help them to make good progress. They demonstrate a strong sense of belonging and settle quickly as they move on through the nursery. With support, they learn how to safely negotiate the stairs as they move to rooms on the first and second floor. Children demonstrate a positive attitude to learning. Encouraged by staff, they become curious, confident learners, who are eager to investigate and try new things. Children under two years of age excitedly explore a wide range of sensory experiences. Toddlers proudly demonstrate their newly acquired skills to the inspector, confidently striking poses from their 'yoga' session. Overall, children enjoy a rich, well-sequenced curriculum that gives them a good start in their education.

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

• Following the previous inspection, a review of the management structure has successfully ensured that there is an increased focus on the day-to-day management of the setting. The manager often adopts a hands-on approach. She has a clear vision and is clear about how the curriculum should be taught. She uses her time working alongside staff to help identify specific training needs. Overall, professional development is good. However, staff are not fully supported to share expertise, to help raise the quality of education to the highest level.
• The management team continually evaluate the quality of the educational programme and are keen to strengthen the provision for outdoor learning. This will help to ensure that children who prefer to learn outdoors benefit from the same rich experiences that are currently provided indoors.
• Staff model language well. Stories, singing and rhyme time are securely embedded into the curriculum. Babies excitedly join in with simple rhymes, and toddlers become fully absorbed as skilled staff enthusiastically read stories to them. Pre-school children demonstrate what they have learned as they explain that the author writes the story, and the illustrator draws the pictures.
• Staff have high aspirations for all children. They promptly raise any possible risk of delay with parents and, where appropriate, with other professionals. This helps children to get the support they need as soon as possible.
• Staff focus intently on gaining a strong knowledge of each child's capabilities and previous life experiences when they first start to attend nursery. This means children benefit from a meaningful educational programme that is tailored to their individual learning needs as early as possible.
• Staff throughout the nursery are positive and consistent role models. Expected behaviours are clearly explained. Children are well supported as they learn to recognise and manage their feelings and emotions.
• Staff help children to learn about the importance of a healthy lifestyle. They enjoy a range of freshly prepared nutritious meals and snacks. Children of all ages enjoy daily opportunities to be physically active in the fresh air. This helps to promote children's good health and well-being. However, on occasion, staff do not evaluate effectively changes in the outdoor temperature. This means that children are not fully supported to learn about wearing the most appropriate clothing when playing outside.
• Partnership working with families is highly valued. Parents are encouraged to share their own aspirations for their child's future learning. Following recent feedback, steps are being taken to increase the information and resources shared with parents to help enhance home learning. Overall, parents are very complimentary about the quality of care and education their children receive.

What the setting must and should do next

The provider should:

• extend the programme of professional development, and support staff to share expertise to help raise the quality of education to the highest level throughout the nursery
• enhance the provision for outdoor learning, and support staff to make better use of the nursery's outdoor space
• enhance staff practice to help children make the best possible progress in their personal development and self-care skills.