Little Druids Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy to arrive at the nursery, where they are warmly welcomed by staff.

The key-person system has been developed, and children form close bonds with staff, who are caring and kind. Settling-in sessions for new children and parents are flexible. Staff work closely with parents to tailor settling-in visits.

They find out information about children as soon as possible, including what they like and dislike. This supports children's emotional well-being.Staff build on what they know about the children.

They provide learning experiences that excite and engage children in learning. For example, staff en...courage older children to identify shapes during a food-cutting activity, while babies and younger children are eager to explore a range of sensory materials. They are inquisitive as they explore the rice play alongside each other.

Staff plan and assess children's learning well, which helps children to make good progress in their learning.Staff have high expectations of children. They help them make relationships with their friends and overcome conflict.

For example, children want to play with the same toys in the role-play area. At first, they struggle to share. Staff model how they can overcome this by offering suggestions and ways to play together.

Children listen and respond positively. Parents speak highly of the communication they receive from the setting. Staff share children's next steps of development with parents to further their learning at home.

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

The manager has developed an ambitious curriculum for children, including children with special educational needs and/or disabilities (SEND). She is clear about what she wants children to learn while they are at the nursery. The manager and staff place a high focus on supporting children's communication and language skills as part of the curriculum.

They use core songs and books throughout the nursery to help children become familiar with sounds, words and rhymes. Staff use all opportunities to involve children in singing and storytelling, and children have a clear love of stories and songs.The manager makes sure that staff understand how to deliver the curriculum.

Staff enable children to remember and build on what they already know. For example, when children are making play dough, staff remind them of their previous learning. Children delight in being able to remember important knowledge and processes.

There are many opportunities for children to develop their independence. Toddlers and pre-school children help themselves to snack and use forks and spoons at mealtimes. Children understand the importance of good hygiene practices.

However, some routines and transitions of the day are not always as well planned or supported by staff. Therefore, at times, children are left waiting for longer periods of time, and staff are not able to make the most of the learning opportunities.Staff know children's likes, dislikes, what they can do and what they need to learn next.

They tailor children's learning well when inside. However, learning outside is not always as effective. For example, at times, staff do not organise the outdoor environment to capture children's interests, leaving some children wandering with little engagement and focus.

Children with SEND are well supported and make good progress. Staff implement individual educational plans that help to close gaps in learning. They use advice and guidance from external professionals effectively.

The special educational needs coordinator uses her experience and knowledge to act quickly and puts appropriate support in place.Children are reminded of the setting's rules, such as using their 'walking feet' and 'being kind' to their friends. Strategies for managing behaviour are in place to support staff when children's behaviour escalates.

Staff use a consistent approach to managing children's behaviour. This means that children receive clear messages about the expectations of the setting.Partnerships with parents are well established.

Parents say that the manager and staff are friendly and welcoming, and they regularly share information with parents about their children's day and what they are learning. Parents report that their children are happy and well supported with their care and emotional needs. The manager provides parents with information about upcoming events and home learning opportunities, as well as providing parents with information about other services that they can access to support them and their families.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the organisation of transitional routines to better support children's individual needs and learning outcomes further develop the outdoor environment to capture all children's interests and increase their engagement and focus.