The Little School at Pooh Corner

What is it like to attend this early years setting?

The staff are happy and enthusiastic when they greet children as they arrive at nursery. This makes children feel welcome and gives them a sense of belonging. Parents express how they value communication from staff when they drop their children off and pick them up from nursery. Staff are sensitive in their interactions and children go to them for comfort and support. Staff understand the importance of building strong relationships and attachments to help children feel safe and secure. As a result, children feel confident to explore their environment and understand they have a secure base to return to.

Children show their delight through facial expressions as they jump and splash in muddy puddles that have been created by the previous night's rainfall. Staff share their excitement and ask thought-provoking questions that require the children to make connections between their thoughts and their experience. For example, they ask the children where they think all the water has come from and why the water has turned brown. Staff give children time to think and make connections. While children are engrossed in their explorations, staff discuss new words, such as 'squelching' and 'oozing', with children. They then relate this to a story they know. The staff act out the story with the children and make-believe by pretending. This supports children's communication, language and creativity when using their imaginations in their play.

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

• The owner and staff have created a curriculum that is well sequenced and builds on children's existing knowledge. This shapes the children's learning and development as they transition through the nursery rooms. Managers and staff work closely together to reflect on the children's learning and strengthen the curriculum. Therefore, children learn new skills that prepare them for the next stage of their development and they make good progress.
• Children demonstrate their understanding when responding well to the appropriate rules and boundaries that are consistently reinforced by staff. Children are polite and confident to engage in two-way conversations with others. Staff role model expected behaviour effectively, which is reflected in the children's positive attitudes towards each other and their learning.
• Staff consistently reinforce good hygiene routines for children to follow. Children learn healthy foundations of keeping themselves clean. They wash their hands before meals and sit well at the table when they eat. Staff support children and teach them new skills at this time. For instance, staff teach children how to push their rice onto their forks by using their knife. Children are generously praised for their efforts and show persistence in this task. Children build strong foundations to help them manage their own self-care needs.
• Children with special educational needs and/or disabilities (SEND) are supported well. The special educational needs coordinator (SENCo) understands her role and responsibility to support the staff, children and their families. The SENCo and staff work closely together and alongside external partners to provide individualised care for children that require additional support. Staff tailor personal plans with strategies and activities that support the children's needs. As a result, children make good progress from their starting points.
• Children are active in their learning and hands-on in their investigations. Staff encourage and support their curiosity during their play. However, at times, staff do not take full advantage of opportunities to extend the children's creativity further. For example, on occasion, they do not facilitate children's ideas and suggestions for developing an activity. This does not fully support and motivate children to build on their learning further.
• Managers and leaders demonstrate dedication to developing a strong team to support the children and their families. They closely monitor practice. This enables them to reflect and evaluate how they can enhance provision to give children the best care and learning opportunities. With a clear vision for ongoing improvements, managers and leaders are committed to driving forward the practice and provision for the children.
• Parents are appreciative of the care and education that their children receive while they are at nursery. They express that they are kept updated with their children's learning and have good relationships with the staff.

What the setting must and should do next

The provider should:

• strengthen staff's skills in building on children's own ideas during activities to further enhance children's individual learning.