The Little School Daycare Ltd

What is it like to attend this early years setting?

Children settle well into this safe and wonderful setting. They receive warm and affectionate interactions from enthusiastic key people. Children wave goodbye to their parents and show excitement as they see their friends. Babies are happy and feel safe amongst staff who know them. They are curious to investigate their surroundings.

Children experience an ambitious curriculum. Staff carefully plan and consider children's interests and individual needs. Babies explore their senses through texture play as they dip their hands and feet in paint. Toddlers play with sand, buckets and scoops and hide familiar items to find. Older children enjoy using props during group time to act out familiar rhymes. For instance, they use a water spray for 'incy wincy spider'.

Children's behaviour and attitudes are exceptional. Staff have high expectations of the children at this nursery. They support children to manage their feelings and behaviour through highly positive interactions. As a result, children understand and follow age-appropriate boundaries asked of them. Children and staff use stories and soft toys to explore emotions such as happy, excited, angry and sad.

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

• Leaders have a clear vision which is seen throughout the nursery. They know their team well and regularly spend time within the rooms to lead by example. Leaders evaluate the impact from recent training in communication and language and positive interactions, and how this has improved social communications in all age groups.
• Children of all ages communicate well; age-appropriate language is consistently modelled in all age groups. Children are encouraged to use new words within their play. For example, in the younger toddler room, children use language to describe the texture of sand. Children who speak English as an additional language receive high levels of support. They develop confidence in both English and their home languages, and have opportunities to use their home language throughout the day.
• Staff know what they want children to learn and have a clear, ambitious curriculum. Children are making good progress from their starting points. However, some children do not have the same opportunities to contribute. For example, when taking part in group activities. children who are less confident than others are not encouraged to be as involved as those who are eager to participate.
• Children with special educational needs and/or disabilities (SEND) make good progress in their learning. Staff have focused plans in place to support their development. The SEND coordinator works closely with a range of external agencies to ensure all children get the support they need.
• Children have opportunities to develop their early independence skills. They show age-appropriate responsibility by choosing what they would like to eat from a photo menu, tidying away after themselves at mealtimes and wiping their noses. On minor occasions, this is not consistent across the setting, which may impact children's developing skills.
• Voices of children are celebrated. Staff follow the lead of children and rapidly change the course of learning to support their interests and desires. Children are highly motivated and eager to join in with activities. They promote taking turns and show mutual respect. For example, children say 'please' and 'thank you' and offer toys to their friends.
• Children persevere and keep on trying. During focus groups, they listen intently and for sustained periods of time. Children are curious at this nursery. They enjoy responding to adults. For example, they consider ways to move like monkeys or a lion.
• Children understand boundaries and expectations asked of them and support each other to meet these. For example, they wait their turn in social situations, understand classroom rules, and listen to adults when they need to redirect their behaviours.

What the setting must and should do next

The provider should:

• ensure that opportunities for early independence are consistent across all age groups within the setting.
• support staff to develop their skills further, to ensure that quieter children have the same opportunities in group situations as those who are more confident.