Small Wonders Nursery

What is it like to attend this early years setting?

Leaders, managers and staff provide tailored care and education, laying firm foundations for all children to develop a wealth of knowledge and skills. Children's characters are shaped from an early age, and staff have high expectations for children's behaviour and learning. For instance, babies learn through following staff's guidance that they should push their chairs under the table when they are ready to move to a different activity. They are beginning to understand the importance of caring for their play environment and how to manage risks.

Children with special educational needs and/or disabilities (SEND) receive instant support when they begin to show they are struggling to regulate their emotions. This immediate attention from staff enables them to quickly re-engage in their activity. Children with SEND work closely with staff to develop their listening and attention skill. They learn to take turns operating a 'Jack in the Box' where they strengthen the small muscles in their hands to turn the handle, waiting in anticipation for Jack to appear. When he does, they show their elation by clapping and making happy sounds.

Pre-school children learn the method of sketching their picture with pencils, before starting to paint. They look at books about art with staff, and they are influenced by artists who create their work in this way. Staff introduce children to the diverse ways in which different people paint. For example, children try painting with their mouths and their feet to experience the challenges that artists with disabilities overcome. This helps children to realise and form an appreciation for the unique skills that different people have.

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

• Leaders and managers lead by example by prioritising one hour per day to their professional development. This inspires staff to continue their ongoing learning, with some completing higher level qualifications. Staff teams within each room show a commitment to reflection and continual improvement. They implement individual room improvement plans, which include targets, such as researching new ways of delivering the broad curriculum that is provided to children.
• Staff understand and value the importance of literature. They carefully select and position topical books across all areas of the nursery, linking fact and fictional texts to children's learning throughout the day. When staff can not extend children's learning by finding information in a book, they demonstrate the appropriate use of the internet for research purposes. For example, to deepen children's knowledge of submarines. A famous author has recently visited the nursery. Staff learned new and engaging ways to read stories to children by observing their quality practice. Children excitedly met an idol, instilling ambition for their future career paths.
• Staff are alert to children's changing attitudes to their learning and respond promptly so that children maintain their focus on meaningful activity. This is particularly notable for staff working with younger children and with children with SEND. Staff are attentive when children show a new interest and quickly provide additional resources or opportunities to extend their learning. For instance, they have taken children to a local watch shop, so children can extend their curiosity around cogs and watches.
• Leaders, managers and staff use effective ways to work with parents and involve them in their children's learning. They invite them on regular outings and into the nursery, where staff act as excellent role models and demonstrate their skilful interactions with children. This helps some parents who find it useful to learn by watching others. These arrangements allow for parents to dedicate quality time to their children's early education.
• Staff pay high regard to making sure children secure skills that they will use in their personal development. They deliver a well-sequenced curriculum that encourages children to grow in independence. Staff give children subtle messages about consent. They apply children's sun cream in private and give an appropriate explanation to why this is important in respect of their privacy and intimate care.
• Leaders and managers seek advice and guidance from specialists to perfect the provision that they offer. They are working with a dietitian to make sure the menu on offer to children is healthy, well balanced and nutritious. Staff have received coaching from a behaviour specialist. This has helped them to develop and adopt proven ways of supporting children's behaviour in positive and effective ways. The impact of this is evident in how children conduct themselves and show kindness and empathy.