Lottie & Ollie Ltd

What is it like to attend this early years setting?

Staff at this nursery are highly committed to creating a safe and joyful environment for all children. They plan a well-organised and calm nursery, which enables children to play and interact with each other well. The key-person system is an integral part of the nursery. Staff form close bonds with their key children. New children experience care that is sensitive and responsive to their individual needs. They enjoy lots of cuddles and reassurance. This supports children's emotional well-being effectively. Staff are very attentive and good at supervising children. This gives children the confidence to explore and enjoy the various stimulating environments.

Staff design a curriculum to keep children engaged and motivated, with inviting play areas that encourage socialisation and early reading. They promote children's creativity and imaginations effectively. For instance, staff talk to children about making shadows with their torches in the role-play area. Children respond positively to this. Staff teach older children the nursery's early literacy programme. They encourage older children to use the sounds that they have learned to read basic words. Staff provide children with regular opportunities to be active and practise their gross motor skills in the garden or during local walks.

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

• The provider is experienced and demonstrates a strong knowledge and understanding of child development. She leads a committed team of staff, who work closely together to maintain high standards of care and education.
• Staff have completed mandatory training, such as safeguarding and paediatric first aid, to equip them with the knowledge and skills to protect children's welfare. They are familiar with the warning signs that a child is at risk of harm and know how to respond appropriately. This includes the procedures to follow in the event of an allegation being made and with regard to the 'Prevent' duty guidance.
• Parents are highly satisfied with their children's quality of care and education. They appreciate the warm, family-like environment created by staff, who are proactive in communicating with them. Staff use a range of methods to share information, including daily feedback, online assessments and newsletters. This strong partnership between home and nursery ensures consistent learning for children.
• Staff promote positive social and emotional development in children, encouraging them to share and be kind to one another. They use an emotions display board to help to teach children about feelings; however, they do not always check if children understand, to fully consolidate children's learning.
• Staff undertake initial and ongoing suitability checks to help to keep children safe. They feel well supported and attend regular supervision meetings. The provider recognises the need to extend professional development opportunities for staff to raise the quality of the nursery to an even higher level.
• Staff observe and assess children's learning regularly to enable them to make good progress. They set high expectations for children's learning and promptly address any concerns. This is particularly beneficial for children with speech delays or those children who speak English as an additional language.
• Staff create an environment conducive to children's language development, such as by reading stories to children and encouraging them to participate. Younger children enjoy listening to stories about farm animals and enthusiastically copy staff singing. Older children enjoy listening to and re-enacting stories about a bear. Staff help children to develop a love for books from an early age.
• Staff promote children's independence, encouraging them to take responsibility for their personal needs, such as toileting and teeth brushing. Children gain important skills that will serve them well in their future education.
• The provider engages in a robust self-evaluation process, seeking input from parents and early years advisers to identify areas for improvement. Since the last inspection, she has enhanced the literacy curriculum to prepare children for school. For example, staff offer children plenty of opportunities to develop their fine motor skills they need for writing.

What the setting must and should do next

The provider should:

• use opportunities to check on children's understanding of their feelings and help them to learn the words to label them
• explore opportunities for staff's professional development to raise their practice to the highest possible standards.