Partou Little Acorns Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy and prosper at this homely nursery. They look forward to coming and chatter excitedly about what games and resources they are going to play with. They are keen to spend time with their many friends. Children enjoy their learning and benefit from the ambitious curriculum that leaders have designed. They develop important knowledge because of staff's purposeful teaching. Children become curious and able thinkers. They learn through the well-organised learning activities to have a go at tricky tasks with patience and endurance.

Children profit from the well-considered, wider learning opportunities that staff provide. For example, staff take children to swimming lessons and on regular outings to explore nature.

Children, including children with special educational needs and/or disabilities (SEND), receive the help and guidance that they need from skilful, supportive staff. They develop a sense of belonging because staff make sure that all children are fully included in each aspect of nursery life and experience success.

Children settle quickly and learn to follow the daily routines that leaders have established. They behave well because of leaders' and staff's high expectations. Staff gently and expertly explain and remind children of the rules for behaviour, where needed. Children learn to respect other children's choices.

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

• Leaders provide a meaningful curriculum that helps children, including children with SEND, to learn the key information that they need to know. Leaders guide staff to know when it is best to teach children essential knowledge. Staff consider children's needs and interests carefully and arrange well-thought-out, meaningful learning activities.
• Staff use their expert knowledge of each child's development and learning to tune in to their needs. They know each child's interests in detail and support these well. Staff use assessment strategies carefully. They identify quickly and accurately when children are learning successfully, as well as when they may need additional support. Children with SEND receive the extra help that they need from staff, such as when learning to communicate by using sign language.
• Leaders ensure that children eat healthily at the nursery. The on-site cook prepares freshly cooked meals, such as fish curry with rice, that children eat keenly. However, some staff do not organise the change from lunchtime to play activities effectively. This leads to some children feeling insecure and wandering around, unsure of what staff expect of them.
• Leaders have established books, songs and rhymes as a successful feature of their curriculum. Babies adore snuggling in with their key person as they explore a diverse range of sensory board books. Older children learn the storyline and plots of stories as staff retell their favourite tales. Children learn that books and stories can bring joy and fascinating new information.
• Leaders make sure that staff understand the areas of learning that they teach. For example, leaders support staff's knowledge of early mathematics. Staff expertly teach older children to count in multiples when using a range of objects. Children are thrilled when they discover that the last number word that they say is the total number in the group. They learn essential knowledge of mathematics and discover that learning numbers is fun.
• Staff provide children with varied learning opportunities that help them to become independent and confident. For example, children learn how to pull on their own wellington boots and all-in-one rain suits. Children even provide support to other children who find zips difficult. They show great satisfaction in solving problems and are highly motivated to learn even more.
• Leaders are experts at making sure that the nursery runs smoothly and that staff are well supported in their work. They meet regularly with staff to discuss their teaching of the curriculum and their training needs. This helps staff to openly share the challenges and joys of being a key person for children and babies. Staff feel valued and supported. They appreciate being a part of the team.
• Parents say that bringing their child here is like 'leaving them with a trusted family member'. They value the support they receive from the knowledgeable staff to help them to support their child's learning at home.

What the setting must and should do next

The provider should:

• encourage staff to effectively prepare children for transitions within the daily routine so children know what is expected of them.