Our Little Angelz (4) Nursery

What is it like to attend this early years setting?

Leaders and managers put children at the heart of what they do at this warm and welcoming nursery. They work closely with families to ensure that children make good progress, including those with special educational needs and/or disabilities (SEND) and looked after children. Children and families are very well supported. The environment is very inclusive and supports all children. For example, the introduction of low-level storage allows non-walking children to choose their own learning. Children arrive happy, and they confidently leave their parents and carers. They have formed positive relationships with staff and are eager to speak to them and tell them their news. Children feel safe and secure at the nursery.

Children's learning is well supported. Staff have high expectations of their behaviour and children behave well. Staff accurately identify children's individual strengths in their learning and consider how to effectively support any areas of development. As a result, staff plan engaging activities that support children's varying needs. They introduce additional resources to effectively extend children's learning. For example, spices, glitter and tools are introduced to play dough activities. This encourages children to use their senses and fine motor skills to 'smell' and 'take a pinch' of cinnamon or ginger to add to their play dough. Children concentrate and are engaged in their learning. They are well prepared for the next stage in their learning.

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

• Leaders have a clear overview of the curriculum and what they want children to learn. A strong focus is placed on children's physical, communication and language, and personal, social, and emotional development. Learning is planned across the three rooms to build on what children have already learned. Children make good progress.
• Staff are positive role models. They encourage children to use manners, share and help each other. For example, a child collects rolling pins for everyone at an activity. They help to serve food and give out cups to each other. Children play and interact with each other positively. They listen to each other and take account of what they say, responding appropriately. Children say 'thank you' when a child gives them a resource. Children learn to be respectful of each other.
• Staff encourage children to find solutions to problems. They ask children what else they might need to use in an activity. For example, children are encouraged to think about what they need to use to cut play dough. They search for scissors and use them skilfully. As a result, children learn to think for themselves and become independent.
• Children with SEND are extremely well supported. Their needs are identified early. Where needed, additional support is sought from outside agencies and plans swiftly put in place. The nursery works closely with outside agencies and parents to ensure that individual children have the support they need. For example, all staff completed specialised training to cater for a child's specific needs. Parents feel confident to leave their child in the care of the nursery. Children with SEND make rapid progress.
• Leaders know families well and support them with wider issues that families face, such as finding schools and accessing support. A contact room is available for looked after children and families. Families are supported with free childcare so that they can attend meetings. The nursery works closely with families to build positive relationships that support the child and the whole family. Parents say that their children are happy to go to the nursery and have made very good progress. Parents feel well informed about their child and are extremely happy with the nursery.
• Staff know children well. They have good relationships with children, and children feel safe and secure. Children ask for help when needed and freely speak to staff about their interests. Typically, staff are attentive to children's needs. However, when children are ready to go down for a sleep, staff do not always communicate effectively to make sure that children's individual routines are given priority.
• Children show confidence when communicating with visitors. They ask questions, such as 'what is your name?'. They are eager to share their achievements. For example, they say 'I did my coat myself, are you proud of me?' and 'look, my friend did their coat too'. Children are inquisitive learners and are proud of their achievements.

What the setting must and should do next

The provider should:

• strengthen communication between staff to ensure that children's individual sleep routines are managed well.