Lyn's Little Ones Day Nursery

What is it like to attend this early years setting?

Children are warmly greeted by their key person as they arrive at the nursery. They eagerly respond to welcoming cuddles and show delight when they see familiar, caring faces. This results in children happily leaving their parents and quickly settling into the safe and friendly environment. Children are eager to join in with a wide range of interesting activities that are provided. Babies show great focus and determination when placed on their tummies and eagerly reach out for their favourite toy. Older children concentrate intensely as they build tall structures and figure out ways to make them balance. This helps to strengthen children's coordination, physical development and problem-solving skills.

Children's behaviour is good and they happily play alongside one another. Staff are close by to give them gentle reminders to share and offer solutions for minor disputes. This provides children with good reasoning and negotiation skills that will benefit them in readiness for school.

During the COVID-19 pandemic, the service of childcare was reduced. Leaders continued to communicate with all parents and those children who stayed at home. Staff sent home fun activities for children to complete with their families. Food packs were also issued and the manager telephoned families to offer support. Parents note that this level of support is very well received and state it has had a positive impact on their children's emotional well-being.

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

• The manager is extremely supportive to the team and strives to provide inclusive care and high-quality learning opportunities to all children. Staff work together to identify areas of training that will benefit their own personal progression and the needs of their practice. For example, staff attended storytelling training. As a result, changes have been made, specifically by adding the use of props at story time. This has been noted as being very successful. Children's attention and concentration levels when stories are read have increased.
• Overall, staff support children to develop their communication and language skills. Babies respond well and are beginning to join in with familiar songs. Older children sing rhymes and carry out different activities to support their chosen story. For example, children discuss what happened to the 'Hungry Caterpillar'. They confidently name a 'cocoon' and explain how it grows into a beautiful butterfly. Staff introduce new words and ask questions. However, on occasions, staff do not give children enough time to think things through and reply to the questions that staff ask them.
• Staff prepare children well for their future learning. They have a clear intent of what they want children to learn next. Staff can confidently explain why and how they think things will benefit children. They offer a broad and appropriate curriculum that tunes into children's development needs and interests. These purposeful learning experiences help children to maintain their concentration levels and allows a deeper level of learning to take place.
• Generally, children are taught the benefits of leading a healthy lifestyle. Staff provide children with range of healthy meals and snacks. Children learn about the importance of eating healthy foods and the effect on their bodies. However, staff do not always promote children's understanding of good hygiene practices, such as why washing their hands and wiping their noses are important.
• Partnerships with parents are strong. The manager and staff provide great caring support to children and their families' individual needs. This is reflected in their flexible approach to transitioning children into and around the nursery. Parents comment about it being a supportive, welcoming environment and how their children see staff as extended family members. They thank staff for their help, patience and ongoing care. This helps children and their parents to adjust emotionally to the change.
• Staff have great focus on children with special educational needs and/or disabilities (SEND) and ensure that they receive the additional support that they need. Children with SEND have personal plans that include carefully considered targets. Staff work in partnership with parents and external agencies. This consistent approach results in children making good progress from when they first join the nursery.

What the setting must and should do next

The provider should:

• provide children with more time to think about and respond to questions that staff ask them
• strengthen children's understanding of why hygiene practices, such as washing their hands and wiping noses, are important.