Littleworld Clatford Day Nursery

What is it like to attend this early years setting?

Leaders have designed a well-sequenced curriculum that focuses on the development of children's social and emotional skills. Adults encourage very young children to move their bodies with control. Staff teach toddlers how to identify feelings while helping them follow rules that support positive attitudes to group learning. Staff explore with pre-school children how to understand their own emotions, including how their feelings affect others. These high expectations for developing children's social skills gives children the ability to express themselves appropriately and contributes to their positive behaviour and motivation.

All staff have helped create a positive, inclusive environment where all children and adults are celebrated. Staff carefully plan for and meet the additional needs of children with special educational needs and/or disabilities (SEND), which supports them to make good progress. Staff consistently seek the views of children and ask them about their wants, needs and decisions. Adults are excellent role models and create strong bonds with their key children. They show children how to treat each other with respect and kindness. As a result, children demonstrate the social skills to support their friends when they struggle and to welcome new peers when they first start. Superb staff support ensures children embrace their time at the setting and contributes to their exemplary behaviour and outstanding attitudes to learning.

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

• Leaders have spearheaded initiatives to maintain staff's positive attitudes to work. For example, nominated staff act as mental health and well-being champions. Staff are encouraged to suggest ideas for team-building events and write celebratory comments about each other. This has created a supportive environment that has a favourable impact on how adults and children treat each other.
• Staff inspire children to take ownership and pride in their accomplishments. For instance, pre-school children suggest titles for their artwork that is prominently displayed. Staff commend toddlers for following snack-time rules beautifully and provide uplifting commentary that encourages very young children to explore. Consequently, children develop high levels of self-esteem and take great pleasure in talking to visitors about what they like and can do.
• Staff work well with specialist agencies to meet the needs of children with SEND. For instance, staff have changed the layout of the toddler room to increase opportunities for children to develop their gross motor skills. Additionally, staff in the pre-school room expertly model language to develop the communication of children with additional needs. For instance, less-confident talkers are supported to speak in full sentences by describing their self-portraits. This helps these children to make sustained progress in their language and communication.
• Staff carefully plan transition arrangements for all children. These involve trusted adults with whom children have built strong bonds. Staff provide parents with a handover pack with the names and details of new rooms and new staff. Transitions happen at the pace of each child. For instance, children are very gently introduced into new routines when moving to the toddler room. New starters quickly feel at ease because there is a very effective induction process for new families. These high-quality transitions maintain children's sense of security and support their positive behaviour as they grow.
• There are clear signs in rooms that help children to remember and follow personal care routines. However, at times, staff do not consider how to build on children's confidence and ability to manage their own personal needs. For example, on occasion, staff do not recognise how to encourage children to improve their handwashing skills. In addition, children are not always able to reach items such as paper towels to help them complete tasks on their own. As a result, not all children are consistently given practical opportunities to fully develop their independence skills.
• Staff deliver strong support for families. For example, a learning library provides families with boxes containing instructions and resources for activities that can be completed at home. In addition, parents' evenings and open communication with managers and key persons are some of the many ways for families to discuss their child's progress. Parents consider the setting a safe and inclusive space and report that their children have developed their social skills and confidence since attending.
• Healthy eating is embedded throughout the curriculum. Delicious fresh food is cooked on site and children and parents talk positively about the menu. Very young children are extremely well supported to manage spoons independently, which they use to eat their yoghurts with delight. Toddlers choose and peel their own fruit, while staff talk to them about the pips inside. Pre-school children rub their stomachs and smile as they tuck into healthy puddings. Staff explore healthy lifestyles with children, including what they need to keep fit and eat well. This helps children develop healthy attitudes to food from an early age.

What the setting must and should do next

The provider should:

• support staff to develop a more consistent approach to helping children build on their personal hygiene skills.