Nickie's Nippers Pre School Ltd

What is it like to attend this early years setting?

Staff greet children warmly as they arrive at the setting. Children rush inside and settle quickly to play with their friends. The provider is ambitious for all children to be independent and well prepared for the next stage in their learning. Children quickly learn key independence skills, such as putting on their own coats and serving themselves at snack time. They are familiar with the daily routines at the setting. Staff reinforce consistent boundaries and expectations for all children. This helps children to feel secure and confident. Children learn how to keep themselves safe as staff remind them of safety rules, such as walking inside and sitting down when using scissors.

Staff plan a wide range of activities so that children experience all areas of the curriculum each day. Children progress rapidly across all areas of learning. Children's fine motor skills are well developed. They skilfully manipulate scissors to cut intricate shapes. Children draw recognisable pictures and some form letters to write their names. Staff support children to develop an awareness of numbers. For example, they encourage children to count the number of grapes in their lunch boxes. Children are well motivated to learn. They show good levels of curiosity and fascination, such as when they fill clear containers with soil and sand and observe the layers they form.

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

• The provider plans a wide and varied educational programme. Staff know children well and constantly share information about children's needs and achievements. This enables staff to instantly adapt their teaching and extend their learning. This ensures that children receive individual support appropriate to their needs.
• Older children demonstrate an ability to concentrate intently for long periods. However, occasionally, the organisation of some whole-group activities disturbs their concentration. During whole-group times, some children enjoy listening to stories and join in with their favourite parts. However, the sessions are too long for some children who become fidgety. This distracts children around them and causes them to also lose focus.
• The setting is highly inclusive. The provider and staff are passionate in their support for children with special educational needs and/or disabilities (SEND). They assess children's needs quickly when they start. Staff work closely with parents, carers and other professionals to ensure that children are well supported. Staff sensitively adapt their teaching so that children with SEND can participate in activities alongside their peers. This helps all children to thrive and close any gaps in their development quickly.
• Staff give children's communication skills a high priority. They are skilled at developing children's language. Staff are highly responsive to children's verbal and nonverbal interactions. They give children their full attention when they attempt to communicate. They repeat and remodel children's language so that they hear the correct pronunciation. Children become involved in conversations with staff and their peers and readily share their ideas. For example, at lunchtime, they express their opinions about healthy and unhealthy foods. Staff use picture cards and visual cues effectively to support children who find verbal communication difficult. As a result, all children become confident communicators.
• Parents feel well supported by staff, who exchange information about children's progress with them daily. The provider makes good use of available funding to provide resources and additional support for children and families.
• Staff have high expectations of children's behaviour. Children are calm and well behaved. Staff provide children with small sand timers, and they use these effectively to support their turn-taking. Staff are quick to intervene in children's minor disagreements and provide effective support to help children to resolve their differences. Staff provide children with good role models. They are polite and kind to each other. Children politely ask their friends to pass them equipment, and they show care and concern for their peers. When younger children spill soil on the floor at the mud kitchen, their older friends help them to scoop it up again.
• The provider has failed to notify Ofsted of a change of managers. They are now fully aware of their duty to inform Ofsted of significant events within the required timescales. This oversight has no impact on children's safety or learning.

What the setting must and should do next

The provider should:

• review whole-group activities to ensure that they retain children's attention.