Little Wrens Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, confident and excited to learn in this caring, safe and stimulating environment. Children belong to a community where parents and carers are encouraged to be fully involved in their children's learning. Parents are regularly given ideas about how they can support their children at home with their learning and development.

For example, staff share number activities or potty training advice. Children feel valued and celebrated. They receive regular praise throughout the day for positive behaviour and achievements as well as 'well-done' cards for bigger milestones.

Children have a good understanding of... what makes them unique. They take part in activities, such as creating their own face with a variety of materials, after looking at it carefully in a mirror and identifying features. Children are regularly encouraged to make their own choices and be independent.

They prepare their own fruit for snack time, peeling and cutting it safely with a knife. Children pour their own milk from a jug and carefully carry their cup to their seat. They choose their fruit to eat.

Children enjoy conversations during snack time with staff and their peers. There is a small library at the front door, where children can choose a book to take home and share with parents or carers. This encourages children's continued language development and a love of books.

Aspirations are high for all children at this inclusive setting. Children with special educational needs and/or disabilities make noticeable progress. Staff put targeted interventions in place, such as additional language groups, to ensure that all children make the best possible progress.

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

The two dedicated and highly qualified managers are enthusiastic and passionate about their role. They are clear about what they want all children to learn, as are their long-standing staff team. Staff continually reflect on their practice and make changes to enhance children's learning experiences.

Staff report that they are well supported and receive regular training to further improve their practice. They meet regularly as a team to discuss their observations of children and plan activities and children's next steps in learning. This helps children to continuously make progress across all areas of learning.

The key-worker system is highly effective. Staff know their children very well and give parents regular updates on their progress. Children build their confidence and broaden their vocabulary through quality interactions with staff.

Children are well prepared for their next stage of learning, such as starting school. Children become independent in their self-care and are confident communicators. Older children learn about letters and the sounds which they represent when they are ready and learn to write their names.

Children sing familiar songs and listen to stories regularly throughout the day, enhancing their language. For example, children enthusiastically join in with the repetition in a retelling of the story of 'Goldilocks and the Three Bears'.On the whole, children's behaviour is good and they demonstrate kindness to one another.

However, children are are not always clear about staff's expectations for their behaviour. For example, during whole-class carpet sessions, children regularly call out. This results in other children not contributing and not all staff consistently remind them of the appropriate way to respond.

At times, children run in the room, for example, to get to milk time. All staff do not quickly respond to reinforce their expectations, or explain to children why they need to follow rules.Children are given regular opportunities to play and learn outdoors in all weathers at this well-resourced setting.

They plant daffodils and cut previously grown herbs using real tools and equipment. Children are encouraged to take supervised risks. They climb ladders on climbing frames, which contributes to their physical development.

Children learn the importance of healthy lifestyles. They eat healthy snacks, enjoy daily fresh air and learn about the importance of oral hygiene. Children role play brushing their teeth and washing, using dolls, in the water tray.

Staff create opportunities for children to understand about different cultures represented in the diverse world which they live in. They learn about religious festivals, such as Ramadan, Diwali and Jewish New Year, and experience foods from around the world.Children are supported well during their settling-in period.

Staff comfort those children who are struggling and adapt sessions accordingly to meet each child's needs. They work closely with parents to establish their children's starting points in learning and make their children's first days at nursery as enjoyable as possible.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is of high priority at this setting. All staff understand the importance of keeping children safe and are meticulous with their security measures. They risk assess the indoor and outdoor environments each day to ensure that they are free from hazards.

Staff describe the signs and symptoms of abuse that might cause concern. They know the procedures to follow should they need to report concerns about a child's welfare. Managers have robust recruitment procedures in place to ensure that all staff are suitable to work with children.

They continue checks around staff's suitability throughout their employment. Staff understand the importance of adhering to policies, such as the use of mobile phones, and are knowledgeable about keeping children safe online.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that there is a consistent approach for children's behaviour, and that children understand expectations, to increase their understanding of keeping safe and appropriate social behaviour.