The Little Learners Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the nursery happy, confident and ready to learn.

Since returning to the setting following their temporary closure due to COVID-19, staff have placed a high importance on supporting children's social skills and emotional well-being. The results can be seen as children settle quickly and demonstrate a can-do approach to new experiences and challenges. Children show consideration and respect towards each other and develop good relationships.

They help each other, for example as they hold a friends hand when out walking. Staff are caring and sensitive to children's needs. They have high expectations for ...all children's learning.

Any additional funding is used effectively to help children catch up. As a result, all children make good progress based on their starting points.Children enjoy their activities as these closely reflect their interests.

Staff skilfully provide good levels of challenge, and introduce new resources to build on children's existing skills. For example, some children show an interest in the train set. Staff provide large sheets of paper and chalks on the floor, to build on this interest and their skills, as they create their own larger track.

Children are confident communicators. They listen well in small group activities and hear and use a wide range of vocabulary. Staff provide exciting and challenging activities that help children to develop their physical skills.

For example, children clamber up and down muddy banks in the woods and climb over and crawl under branches. Children learn to recognise the benefits of physical exercise on their health.

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

Parents speak highly of the nursery and the staff.

They describe the difference that attending the nursery has made to their children's confidence and communication skills. They comment on how well staff work in partnership with them, going 'over and above' to ensure they do the best for children. For example, parents explain how the key person is helping them to identify a suitable school for their child to move onto.

Parents are offered home learning packs, which help them to further support children's learning at home.Staff are vigilant about safety and make sure that they supervise children well at all times. Children are frequently reminded by staff of how to keep themselves safe.

For example, when younger children stand at the top of a steep slope in the woods, they reach out for an adult hand to help them. They feel safe and secure as they know that staff are always close by to assist them if needed.Managers have good oversight of the nursery.

Staff meet frequently to discuss individual children's learning needs and how they will support these. However, arrangements for staff's supervision are informal and do not always focus on ways to help staff to develop their knowledge and skills further, to continue to improve the quality of teaching for all children.Staff who support children with special educational needs and/or disabilities show expertise in their role.

They work closely with parents and a wide range of professionals to provide consistent support. This helps all children to reach their full potential.Children have daily opportunities to explore and play outdoors and gain physical skills.

They play ball games at the sports facility nearby and explore nature in the local community. They develop strength and stamina as they walk to woodland areas. They learn how to adjust their movements to navigate around the uneven terrain and balance their bodies as they climb low trees.

Books are accessible throughout the nursery to increase children's interest in literacy. Staff sometimes read stories to a large group of children. However, they do not always plan these sessions well.

At these times, some children lose interest and lack focus and do not gain the most from this experience.Children behave well and understand boundaries and expectations. Staff act as good role models and remind children about being polite.

Staff provide consistent support and guidance and make sure they frequently praise children for being kind, taking turns and playing well together.Children are increasingly independent in managing their personal care needs and show high levels of confidence and self-esteem. Staff always encourage children to have a go at doing things for themselves.

For example, most children are able to put their coats and boots on, and they willingly attempt to put on their waterproof trousers before going outside. Children are proud of their achievements and gain skills for future learning.

Safeguarding

The arrangements for safeguarding are effective.

The manager uses safe recruitment procedures to help to ensure that staff are suitable to work with children. She keeps up to date with safeguarding legislation, for example through attending training and linking with the local authority early years teams. Staff benefit from a detailed induction, which includes policies and procedures in relation to safeguarding.

They know about the different kinds of abuse and what to do if they are concerned about a child's welfare. They are also familiar with whistle-blowing procedures which clearly explain the action they would need to take if they were concerned about the behaviour of a colleague.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of large group activities to help ensure children's interests are captured to further support their learning strengthen staff's support and supervision arrangements to help further improve the quality of teaching and learning.