The Little Academy Day Nursery

What is it like to attend this early years setting?

Friendly and caring staff greet children on arrival at this welcoming nursery. Children are happy to leave their parents and carers, and are eager to see their friends. Staff build positive relationships with children and get to know families very well. Staff find out about children's likes and dislikes before they start. They know how to comfort children if they become upset. This helps children to settle quickly and feel safe and secure.

Staff have high expectations for children's behaviour. They help children to understand the rules and routines of the nursery. Children respond to requests and instructions from staff. Children are eager to help tidy their toys away when staff play a 'tidy-up' song. Staff encourage children to put resources away when they have finished an activity. Children learn where the resources go. They display positive behaviour and are respectful to each other.

Children make good progress in their learning and development. Staff plan activities to encourage children to be curious and have a positive attitude to their learning. They engage children in cause-and-effect activities. Staff encourage children to roll balls down ramps and pour water down tubes. Children show excitement as they watch the ball roll away and the water pour out from the bottom of the tube.

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

• Managers are passionate about the care and education they offer at the nursery. Children are at the heart of everything they do. Leaders and managers plan an ambitious curriculum that teaches children the skills they need for the next stage in their learning. Children are ready for their move on to school.
• Staff read and sing with children throughout the day. They use puppets to enhance their storytelling. Children are engaged and develop an understanding of stories. They take delight as they move their bodies to the music. Children use the words 'author' and 'illustrator' when talking about books. They begin to understand what the blurb is. Children develop a love of stories, songs and rhymes.
• Managers give priority to promoting children's communication and language skills. They implement an intervention programme to support children to develop their speaking and listening skills. Children explain the rules of sitting, looking and listening. Staff teach children to remember and recall previous activities. They get down to children's level, speak clearly and give time for children to think and answer. Children are confident talkers.
• Staff offer opportunities for children to do things for themselves. They encourage children to find their coats and shoes, and teach them to put their coats on. Children help to serve themselves at lunchtime. Staff support children to identify when they need a tissue for their nose. Children develop their independence skills.
• Children develop an understanding of mathematical language. Staff model mathematical language in their play. For example, staff model the words 'big' and 'small' when children climb on the outdoor equipment. Children then comment, 'It's a big one,' as they jump off.
• Staff promote appropriate discussions with children about their learning. They ask questions to check children's understanding. However, sometimes, staff do not consistently challenge older children's understanding and help to identify any misconceptions. For example, staff talk to children about the foods that are healthy but do not discuss the foods that are not healthy.
• Children with special educational needs and/or disabilities (SEND) are very well supported. The special educational needs coordinator (SENCo) works effectively with outside agencies and parents to provide the support that children need. Staff complete the written progress check when children are aged between two and three years and share this with parents.
• Managers implement a key-person system. Children develop a strong bond with their key person. Staff know what children like to do while they are at the nursery. However, at times, some staff are not always clear on children's next steps in their learning. This means they do not always have a clear understanding of what they want children to learn.
• Staff support families and ensure that they feel welcome. They adapt the environment so that all children feel included. Parents are very complimentary of the nursery. They report that their children are very happy and love attending the nursery. Parents comment on the progress their children have made since starting the nursery.

What the setting must and should do next

The provider should:

• help staff to identify when they can challenge children's understanding further to help identify any misconceptions
• ensure that all staff have a clear understanding of children's next steps in their learning so that they can support children's development further.