Small Talk Nurseries

What is it like to attend this early years setting?

Children arrive happy to this welcoming nursery. They form positive attachments to their key person. Children seek comfort when they are feeling unsure and receive a reassuring cuddle when they need one. Children show curiosity as they explore the play dough. They enthusiastically share what they have made as they roll and squeeze the dough to make their caterpillar creations. This helps to build muscle strength in their hands for the development of early writing skills. Children build on their vocabulary as they talk about the different sizes of animals with staff. They learn new words, such as gigantic, as they measure the biggest to the smallest animal.

Children are active as they explore the garden. They show a can-do attitude as they skilfully balance on the beams and crates and excitedly jump off. Children learn about being part of the wider community as they visit local places. They go on scavenger hunts with staff in the local church garden to collect resources for their activity. Children bring the resources they find back to nursery. They hold discussions about what they have found and compare the different-shaped leaves. They make choices about how they are going to use these resources to create cocoons for their caterpillars. This demonstrates how staff ensure that children have a voice about the choices they make in their play.

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

• Since the last inspection, the nursery management team and staff ensure that they maintain a safe, clean and hygienic premises. This ensures the health and well-being of the children attending the nursery.
• Children enjoy home-cooked meals. Staff have introduced new mealtime routines to allow all children to socialise with other age groups. Overall, the changes to routines are positive for children. However, some parts to these routines do not always meet the needs of all children effectively. For instance, children become disengaged as they wait for their friends to sit down. When children independently serve their food, they sometimes struggle to use the equipment provided.
• Staff plan activities according to children's current interest and what they need to learn next. However, they do not always consider what resources they need to enable children to fully engage in their learning. For example, children explore a car wash water activity with minimal water in the tray and no sponges or cloths to clean their cars. This results in some children losing focus quickly and not gaining the knowledge intended.
• Staff gather information from parents about their child's starting points when they start at the nursery. They use this information to carry out baseline assessments to help them identify gaps in children's learning. This enables staff to provide activities for children to support their learning and ensure any gaps are swiftly closed.
• Parents speak highly of the support they receive from staff. They share that the workshops they have attended have been useful. The manager explains that the parents are as important as the children who attend. As part of their well-being approach, they offer them a snack 'on the go', such as a piece of fruit, as they are aware that parents are busy in the mornings.
• Staff respond effectively to any delays they identify in a child's development. They work closely with the special educational needs coordinator (SENCo) to assess the support needed to help children progress. They work with parents and other professionals to ensure that children receive the right support at the right time.
• Staff receive support to understand their roles and responsibilities. Regular supervisions provide staff with an opportunity to discuss their key children's development and identify any specific training needs. This helps to build their professional development. Staff comment that the support provided for their well-being is good.
• Children follow good handwashing routines. Staff support children to wash their hands independently before mealtimes. This develops children's understanding of self-care routines.
• Staff ensure that children have the skills they need to move to the next stage of their development. Staff recognise the support children need to ensure transitions are smooth. Children learn to be independent early on, learning to feed themselves and pour their own drinks. Staff help to build children's confidence and ensure they are school ready.
• Children behave well. Staff gently remind them to be kind to each other and listen to what their friends ask. This demonstrates mutual respect for the wishes of their friends.

What the setting must and should do next

The provider should:

• help staff to ensure that resources are utilised effectively during activities to fully engage and promote children's learning
• refine mealtime routines to fully meet the needs of all children.