The Little Green Frog

What is it like to attend this early years setting?

Children enjoy a broad range of experiences and make good progress at this stimulating nursery. They learn to solve problems and develop their sense of curiosity. For example, children mix different colours of powder paints to find out what will happen. Staff encourage children to manage risks in a safe way as they climb tyres. These opportunities support children to develop their confidence.

Children develop strong friendships in the nursery. They listen to instructions from staff and their behaviour is good. Staff support children to tell their friends if they do not like something. They help children to talk about how the actions of others makes them feel. This supports children to understand the language of emotions and begin to learn how to manage conflicts.

The programme of experiences and activities is well thought out. For example, staff arrange low-level furniture in the baby room to support babies who are learning to walk. Older children are encouraged to stand rather than sit while taking part in craft activities. This helps them to build their core-muscle strength in readiness for learning how to write.

Children enjoy trips to local areas of interest. They learn about the people who help them in the community, such as the police and farmers. This helps children to develop a sense of where they live and supports their knowledge and understanding of the world.

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

• Children learn the skills they need to learn to talk from an early age. When babies babble, staff respond and hold simple conversations with them. Staff give children time to think and speak before responding and repeating words back to them. As a result, children learn to repeat key words and grow their vocabulary.
• Leaders give staff dedicated time to review children's development. They work with staff to identify any gaps in children's learning and support them to plan what they need to learn next. Staff work with other professionals to plan targeted support for children with special educational needs and/or disabilities (SEND). This supports all children to continue to learn and make good progress.
• Children's learning spaces are well planned. They have many opportunities to play and explore their interests. For example, staff in the baby room have developed a 'quiet space' where children can listen and think or practise new skills. All children stay focused as they take part in their chosen play activities. This helps children to develop a love of learning.
• Staff seek permission from children to change their nappies or clothes. This helps them to understand what is happening and creates a sense of respect between children and adults. Children enthusiastically wash their own hands before eating and sing songs about washing the germs away. This helps them to learn the importance of good hygiene routines.
• Children have some opportunities to develop their independence. For example, they serve their own fruit at snack time. However, these opportunities are not extended to lunchtimes. This does not fully support children to further develop their self-help skills and sense of responsibility.
• Parents and carers appreciate the homely environment and flexible settling-in sessions. They say that this supports children to settle into the nursery well. Leaders are introducing an app to communicate with parents about their children's learning. This will help parents to continue to support their children's development at home.
• Leaders have introduced a rolling programme of training for staff. Staff also receive coaching and personal support from the team of managers. This helps staff to develop and refresh their skills. However, leaders do not always identify gaps in the knowledge and understanding of staff. As a result, the programme of training is not always specifically targeted to meet the individual development needs of staff.
• Leaders have failed to notify Ofsted of a significant event. This is a breach of requirements. Leaders admit that this was an oversight and are now fully aware of their duty to notify Ofsted in the future. However, leaders did follow all other correct procedures regarding this event. Additionally, there is no impact on children's safety, and all other aspects of leaders' knowledge and understanding are good.

What the setting must and should do next

The provider should:

• enhance the opportunities for children to use and further develop their independence skills, particularly during mealtimes
• identify areas for development in staff's skills and knowledge, and provide targeted training and professional development opportunities to enhance staff's practice to even higher levels.