Looby Loos Day Nursery

What is it like to attend this early years setting?

Children develop their confidence and sense of self at this safe and friendly nursery. For example, they enjoy finding their name for self-registration. Babies feel emotionally secure as they snuggle up to staff members and listen to books. Pre-school children develop independence as they put their belongings on their own pegs and in their own labelled trays. Staff have high expectations for children's learning and behaviour. They recognise and celebrate children's 'wow moments' when they do something well. This promotes children's sense of pride in their achievements. Staff encourage children to keep on trying with difficult tasks. For instance, children learn to persevere as they balance on an obstacle course and climb over large tyres. Consequently, children learn to become self-assured in their own abilities.

Staff value children's prior experiences and interests. They include these interests when planning learning opportunities for the children in the nursery. This motivates children to learn and take part. For example, when children show an interest in bird seeds, staff set up an activity for children to use lard and seeds to make bird feeders. Staff talk to the children about what they already know about birds. They build on children's existing knowledge with interesting conversations about their learning. Children grow their vocabulary and gain new knowledge as they find out more about the world around them.

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

• Children show that they understand the rules and expectations for their behaviour. For example, at lunchtime, children politely remind each other to wait for everyone to receive their plate of food before they begin to eat. Staff teach children the 'please and thank you' song, to help them to learn good manners. They considerately ask children for permission to change their nappy. This promotes high levels of respect between children and staff.
• Staff provide high-quality interactions that support children to meet their next steps in learning. For example, staff in the baby room respond warmly to babies' babbles to support their communication skills. Leaders and staff have made some improvements to the learning environment. Their aim is to enhance the opportunities for younger children's independent play. However, further time is needed for these improvements to become fully effective in supporting children's focus and ability to concentrate as they play independently.
• Parents and carers appreciate the opportunities provided for children's home learning. For example, children take turns to take home the nursery teddy bear and tell their friends about the adventures he has been on with them. The nursery provides toothbrushing packs for children. This promotes good oral hygiene habits for children and their families. These experiences ensure consistency for children's learning, both at home and in the nursery.
• Children show that they enjoy books and stories. For example, babies regularly take books to staff for them to read to them. Children learn interesting and new vocabulary as they hear stories. However, whole-group story time sessions are sometimes led by staff while children are busy doing other tasks, such as washing their hands. This means that not all children are able to engage with the story and fully benefit from the experience.
• Staff provide children with images and resources that support them to find out more about people and families that may be different to their own. For example, they play with toy food from around the world in the role-play area. Children play with dolls that represent people with physical disabilities, including some with hearing aids. This promotes children's knowledge and understanding of diversity.
• The well-qualified special educational needs coordinator (SENCo) works closely with parents and the inclusion team. She supports the nursery to work towards enhancing the skills and knowledge of staff who work with children with special educational needs and/or disabilities (SEND). This ensures that children with SEND continue to receive good levels of support.
• Leaders successfully use evaluation methods to identify areas for development. For example, they have recently improved the food options on the menus following feedback from parents. Leaders work with an early years adviser to review staff practice and the learning environment. They have high ambitions to continue to enhance learning experiences for children and build on the already good levels of care and education.

What the setting must and should do next

The provider should:

• continue to review and develop the learning environment and enhance the opportunities for younger children's independent play, to support them to focus on their learning and develop their concentration skills further
• strengthen the way that whole-group story time sessions are delivered, to ensure that all children fully benefit from listening and responding to stories.