ABC Day Nursery

What is it like to attend this early years setting?

Children receive a warm welcome on arrival. They have strong relationships with their key person. They feel safe and secure and settle quickly. Staff know all the children extremely well. They create quality learning experiences that link to children's specific interests and needs. For example, pre-school children are showing an interest in superheroes. Staff read the book 'Supertato' to expand children's understanding and development in literacy. Children behave well. They happily play alongside each other. Staff support them to talk about how they feel. They learn to take turns, make their own choices, and regulate their own behaviour. Children feel valued and listened to.

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

• The curriculum for supporting communication and language is strong. Individual plans are in place for those children who need a little extra support. Focused sessions support children's next steps in learning. As such, children make good progress in this area.
• Staff observe that children need additional help to manage their social and emotional skills. They support them to share, take turns, and use kind words. Children listen to classical music when a violinist visits the setting. This helps them to feel calm and relaxed.
• Children develop their physical skills as they play. Babies build up core strength as they balance and take first steps using the equipment as an aid. Older children balance, run and jump in the outdoor area. Toddlers enjoy enclosing themselves inside den spaces. They are learning to exercise and move their bodies in a variety of ways.
• Literacy is well supported. Toddlers recognise a supermarket sign and relate it to going shopping. Staff visit children at home and share ideas with parents about reading stories. Children are learning the skills needed to be successful readers.
• Children in pre-school compare the sizes of pumpkins and enjoy noting the weight of each one. Staff teaching supports them to understand how one pumpkin is too heavy for the digital scales. The curriculum to support mathematical learning with younger children is not as strong. This means children do not always have as many opportunities to learn and develop in this area.
• Children learn about healthy lifestyles. They learn about the ingredients of the dal curry they are eating. All children have access to the outdoor environment daily. They use the resources available to run, jump, climb and balance. This supports children's physical health and well-being.
• The setting supports inclusive practice. For example, children celebrate Diwali. Parents visit and make traditional food with the children, to taste and take home. Children are learning all about life in the diverse community around them.
• The special educational needs coordinators (SENCos) at the setting strive to get good outcomes for children. They work with other professionals to coordinate the best possible support. They use visual prompts and sign language to help children feel settled. As a result, children with special educational needs and/or disabilities (SEND) do very well.
• The management team places staff well-being as a high priority. Members of the team enjoy going swimming together to help them feel relaxed. Staff have regular catch ups with management to support and enhance their practice. They enjoy their roles and, as a result, the setting is a happy place for children to learn and develop.
• Partnerships with parents are strong. They receive regular updates about what children are learning in the setting. For example, they find out what nursery rhymes their children are enjoying. This helps them to support their children further with this learning at home.

What the setting must and should do next

The provider should:

• review the curriculum in mathematics to ensure that all children have ample opportunities to learn in this area.