Small Steps Day Nursery & Pre-School

What is it like to attend this early years setting?

Children arrive at the nursery very happily. They form close attachments with their key person and settle in quickly. Key persons show children attention and affection and are very caring. As a result, children feel safe and secure. Children show positive attitudes to their learning. They join in a range of activities, including outdoor games and arts and crafts. Children know staff by name and ask for support if they need it.

Children enjoy playing and exploring indoors and outdoors. Activities are carefully planned to meet children's individual needs and different abilities. Children play in the role play area with a kitchen set, pretend food and dolls. They learn to respect each other and to value their different abilities and backgrounds. Children play outdoors throughout the day, which supports their physical development. They take part in obstacle courses, climb frames and slides and balance on bikes.

Parents speak highly of the nursery and are extremely satisfied with its services. Parents say that the nursery is the best in the area. Managers have built strong parent partnerships and ensure that parents are informed about all aspects of their child's experience in the nursery.

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

• Managers have created an ambitious and inclusive curriculum. They ensure that this is implemented effectively through monitoring and supporting staff each day. The nursery is taking part in an accreditation programme focused on children's communication and language development. This helps staff to evaluate the efficiency of the curriculum. This has had a positive impact on supporting all children's communication and language development.
• Staff assess children's learning and development. This enables them to plan carefully for each child's individual needs and abilities. Staff complete the progress check for children aged between two and three years. This helps staff to provide children with early intervention, if needed. Staff work closely with other professionals, for example, speech and language therapists and health visitors.
• Children behave well and have strong personal development. They have good manners towards each other and respect each other's different abilities. Children take part in small-group activities, enjoy reading books, sing and dance, write their names and take part in art and craft activities using various materials. This supports children's imaginations and creativity as well as the foundation for literacy skills.
• Staff encourage children to become independent by learning about personal hygiene, washing their hands before mealtimes and helping to tidy up and look after the environment. Children help themselves to morning snacks, pour water independently and help their friends. They make choices in their play. Children say 'please' and 'thank you' when their friends share toys or take turns. Staff are positive role models.
• Children develop hand-to-eye coordination through various rich and exciting activities. For example, they use a hammer to hammer small pins into a cardboard box and make houses from it. Children also use tools on hard vegetables and create patterns. Children spend a long time using hammers and making shape patterns. There are some opportunities for children to learn about mathematics during their play, for example counting objects. However, staff need to ensure that mathematical skills are extended during activities.
• Children's personal development is exceptional and is supported throughout the day. Children help each other. For example, during snack time they pour water for their friends. The provider goes above and beyond to ensure that children's personal development is met, regardless of their different backgrounds and abilities. Staff help each family and their children individually. Children have built a sense of belonging because they feel part of the environment.
• The setting receives additional early years pupil premium funding for children. Staff have used this funding to invest in additional staff to ensure that they can provide more one-to-one support for children who need it. They have also bought resources specifically to meet children's individual needs and abilities. For example, staff bought a shape spiral for children to support their hand-to-eye coordination.

What the setting must and should do next

The provider should:

• build on current activities to support children to develop their mathematical language and skills further.