Small World Nurseries Ltd

What is it like to attend this early years setting?

Children love attending this warm and welcoming nursery. Staff have worked hard to develop and maintain strong, secure relationships with children and their families. Children are happy and show emotional stability. They settle quickly into the day. Babies babble and giggle with staff and enjoy sensory play. They excitedly squeeze water from sponges and splash in the water tray. Staff use comforting language and expressions to help babies feel secure and valued. Children have a high level of self-esteem. Older children are encouraged by staff to give themselves a pat on the back and say 'well done me!' to acknowledge achievements.

Staff make sure children's health and care needs are supported and encourage children to complete tasks with independence. They know children well and understand how to help them achieve new goals. Children with special educational needs and/or disabilities (SEND) are fully included in the nursery and are valued by their peers. Staff identify any gaps in learning quickly in order to work with children, families and external agencies to help children catch up and keep up. Children thrive in this nursery.

Children develop a love for stories and reading. They confidently describe elements of a book, such as an author, an illustrator, a blurb and a spine. They enjoy listening to staff's enthusiastic reading. Children recall tales they have heard before and are supported by staff to embed these into other aspects of their learning. For example, after children read 'The Very Hungry Caterpillar', they make their own fruit snack, counting the pieces of fruit like in the story. Literacy is extremely well supported.

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

• Leaders have clear intentions for children, and staff thread these curriculum goals effectively in what and how they teach children. Staff know how to swiftly extend children's learning through positive interactions and ideas. For example, children enquire about how shadows are formed as the sun shines through the window. Staff explain the scientific concept and allow children to draw their shadows in the outdoor area to reinforce this knowledge. Children learn lots of new and interesting information when at nursery.
• In the main, children are busy and enjoy the wide range of resources on offer to them. However, on occasion, staff do not recognise when to adapt the environment or activities to ensure that all children remain interested and engaged with purposeful learning. For example, older children who are not engrossed in an activity occasionally start to throw items or bang them loudly together. The room sometimes becomes loud and, occasionally, disruptive. This means that children are not consistently supported to focus on what is intended for them.
• Although children understand what is expected from their behaviour and follow instructions well, they are not consistently supported to manage their feelings at certain points in the daily routine. For example, some children become frustrated when waiting for their lunch or waiting for a group activity to finish. Staff do not swiftly recognise when to help children regulate their emotions and reduce negative attitudes developing. This said, children are, in the main, happy and know the rules and boundaries of the nursery.
• Staff know how to assess and track children's progress and plan for their progression, particularly those children with SEND. All children develop well from the start and targeted plans are put in place for children if gaps in learning are identified. Information is shared effectively with other settings that children attend, external agencies and parents. This helps children continue to learn and develop in all areas.
• Parents are delighted with the care their children receive. They comment on the progress children make while at the nursery. Parents know the key staff who look after their children and are comfortable to share and receive information to help their children continue to develop. Parents say that they know their children are happy, safe and secure when at nursery.
• Leaders are passionate about the provision they offer to children. They know they need to maintain and develop staff's skills and well-being. Staff comment on how they are supported in their role and are happy to work in the team. Staff retention is high, and they proactively seek advice to make improvements to their knowledge and practice that will impact children the most.
• Children's communication and language is very well supported by staff. They use clear words when talking to children and repeat phrases back so children can hear how conversation works. Leaders have identified a lower than expected level of speaking skills and are working hard to embed strategies to help children keep making progress in this area.

What the setting must and should do next

The provider should:

• adapt and tailor learning environments effectively to ensure that, particularly older children, are consistently focused in meaningful play
• strengthen staff's ability to recognise when to support children's behaviour and support emotions, helping children maintain positive attitudes towards learning and routines.