The Little Bears Nursery

What is it like to attend this early years setting?

Children arrive happily at the nursery and are eager to learn. They say goodbye to their adults outside and interact with warmth and confidence with staff as they greet them. Children build strong bonds with staff, for who they show genuine affection. Children speak fondly about their time at nursery with adults at home. Both children and their families have a real sense of belonging within The Little Bears Nursery community.

Children are confident in the well-organised nursery. From a very young age, children are supported to do things for themselves. They learn to change into indoor shoes and put their belongings into their own storage box, before eagerly settling in to the range of activities on offer. Children move very confidently between play areas and make their own play choices from the interesting variety of activities on offer. They engage in purposeful play, indoors and outdoors, with a wide range of resources that encourage them to be curious.

Staff have high expectations for behaviour. Children behave well. They share and take turns as they play. Children show kindness towards others. Staff quickly identify and respond to children who may need extra support in their development. This helps all children to achieve and progress well.

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

• Partnerships with parents are good and they become involved in their children's learning. Staff provide regular updates about the learning that takes place at nursery and encourage parents to link this with home. For example, families share photos from home, linked to bedtime, to use in the home corner, alongside play with bears, blankets and beds. Parents speak very positively about their children's experiences and the communication they receive about their child's day and development. Staff work closely with parents to support children's learning consistently.
• Children have a positive attitude to learning and are eager to join in the activities planned for them. For example, children relish playing with the play dough. They use their fingers and hands to roll and pat the play dough to make objects. They add natural objects, such as feathers and sticks, to create their own masterpiece.
• Children with special educational needs and/or disabilities and those who may need extra help in their learning and development are supported well. Staff engage with other professionals and parents to support children's individual learning needs consistently. For example, meetings are held with parents to discuss their children's needs and agree on the support they need. Professionals are invited into the nursery when required to support children's individual needs.
• The manager is passionate about her role. She works well with her very capable staff team. Staff report that they feel valued as part of a team. This supports their motivation and well-being effectively. The manager recognises staff's strengths and areas for development. She uses these to plan meaningful supervision and training. Staff access a wide range of training courses to enhance their teaching skills, such as how to better support children with early reading skills.
• Children enjoy choosing resources from the interesting selection available. However, at times, staff concentrate on daily routines and plans. Staff do not always consider that children are engrossed in their play and may, for example, want to continue their chosen activity. This occasionally limits children's independent play and learning.
• Children benefit from a well-planned curriculum. Staff regularly observe children and assess their development. They use this information to plan activities to enhance children's learning. For example, children watch in amazement as they observe 'volcanoes' erupting outside. They are captivated and excitedly share what they see with their friends. They repeatedly ask staff to show them again and again.
• Staff positively promote children's understanding of healthy lifestyles. Snack time is a social occasion. Staff sit with children and engage in discussions as they enjoy healthy snacks. Children develop their independence and help to complete self-care tasks. For example, children learn to take care of their personal hygiene and collect tissues to clean their nose.

What the setting must and should do next

The provider should:

• support staff further in following daily routines and plans while still allowing children time to concentrate and build on their chosen activities.