Small Wonders Day Nursery

What is it like to attend this early years setting?

There is a robust key-person approach that contributes to the strong attachments between staff and their key children throughout the nursery. This helps all children feel safe and secure. Children learn to love books, and there is a strong focus on fostering their communication skills. Babies name familiar objects in stories. They sign along to rhymes and gesture 'please' and 'thank you' at mealtimes. This boosts their ability to express their needs. Toddlers eagerly anticipate 'what's in the bag', and watch excitedly as a member of staff pulls out one of their favourite books. They readily join in with repetitive phrases. Staff engage older children's curiosity when they demonstrate how to research. For example, they find a picture of an insect and read out the relevant information. Children enthusiastically search for the first letter of their name on a keyboard. Staff build on their literacy skills by gently encouraging them to think of other words that start with the same sound.

Children spend a lot of time outdoors and benefit from fresh air and exercise. Older children move freely between the indoors and outdoors to make a choice about where they wish to play. Children carefully balance, as they navigate a structure of crates and planks in the garden. Staff reassure them, saying, 'you can do it, I'm here if you need help'. Children confidently persevere and smile proudly at their achievements.

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

• The manager and deputy manager work closely together and lead a stable, committed team. Staff meet regularly with the management to discuss their workload and professional development. They are empowered to make changes to meet children's needs. As a result, the baby room has become more homely. Staff have organised snack times in the pre-school to build on the key-person relationships and promote more meaningful conversations.
• The manager is very reflective. She has made changes that have had a positive impact on children's well-being. For example, after the COVID-19 pandemic, she extended the settling-in process to give parents and children more time to get to know staff. Following training, staff have seen positive changes in children's behaviour since introducing children's yoga.
• There is a clear curriculum that supports children to progressively gain the essential skills they need to move through the nursery or go to school. For example, babies use their whole bodies to draw with crayons. Toddlers throw beanbags into a basket, and paint on vertical surfaces to support their upper body development. Older children manipulate dough with a range of utensils, to help foster their fine motor skills. These activities enable children to gradually build the muscles they need to eventually become competent writers.
• Staff regularly assess their key children's progress. They use their good knowledge of the children to plan activities to close any gaps in their development. Staff swiftly identify the specific needs of children with special educational needs and/or disabilities. They work closely with other professionals to implement suitable strategies. Parents and staff are involved in making decisions about the best use of additional funding.
• Babies investigate different fabrics, smells and textures. Older children compare the qualities of flour to snow, and remember that 'snow melts'. However, in the toddler room, staff do not always consider young children's natural urge to test things out for themselves. Although toddlers have lots of fun making different sounds with instruments and tasting toothpaste, staff occasionally try and distract them from doing things their own way.
• Children learn about the local community. They go out on visits to the park and library. Staff recognise that some parents may currently benefit from information about local low-cost activities, clothes swaps and children's centre sessions. Although the manager has built an effective network with other providers, they do not consistently liaise with other early years settings children attend to ensure a coherent approach to their care and development.
• Parents say their children have made 'amazing progress' and that the nursery gives their children experiences they wouldn't have at home. They appreciate the consistent staff team. The manager acts on parents' feedback. For example, in response to requests, parents view a daily slideshow showing their babies engaged in activities during the day.

What the setting must and should do next

The provider should:

• support staff's knowledge of how to enable young children to use resources in their own way to build on their own ideas and way of doing things
• strengthen partnerships with other professionals who also care for the children to support even greater consistency of care and learning.