ABC Early Learning & Childcare Centre UK Ltd

What is it like to attend this early years setting?

Children arrive at this nursery enthusiastic and eager to learn. Staff welcome them warmly as they enter. Children demonstrate that they feel safe and secure. Staff have high expectations for building children's confidence and independence. Children develop good relationships with their key member of staff and learn how to make good friends. Children's behaviour is good. Staff consistently use praise and encouragement to support children's behaviour. Children are encouraged to share and take turns as they play. Older children listen and follow instructions as they learn to adhere to the simple rules that keep them safe.

Babies have independence and freedom to explore, which gives them a sense of ownership in what they can do and builds their confidence well. Staff offer a good continuity of care to babies. For instance, they mirror babies' individual routines from home, and consistent adults carry out intimate care routines to give babies an added sense of security.

Children and babies enjoy a wide range of activities that support sensory exploration and give them opportunities to make marks. For instance, babies use hand-sized chalks, and toddlers enjoy dough activities, with staff encouraging them to push, pull, stretch and roll the dough. Children develop better control over their arm, hand and finger muscles. This helps them as they learn to use pens, pencils and crayons for drawing and writing.

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

• The provider and new manager are committed and passionate about providing high-quality care and support for the children and families that use the nursery. Regular supervision ensures that the training needs of staff are quickly identified. Staff say they are very happy and feel well supported by the provider and new manager.
• Children benefit from a well-planned curriculum that helps them to meet the next stages in their learning. Staff plan activities that interest children, following observations or discussions with their parents. Children with special educational needs and/or disabilities (SEND) are well supported. Management ensures that children who need additional support and children with SEND are referred in a timely manner and receive the extra support they deserve. All children make good progress.
• Staff encourage children to be healthy and to spend time outside. Children develop their strength and balance as they ride bicycles and throw balls. They learn how to move in a variety of ways, such as balancing in poses during a yoga session. Water is available in each room for children to drink throughout the day, especially during or after physical exercise.
• Staff working with older children successfully support their development in mathematics. For instance, they count from one to five, and staff reinforce this learning by asking children to show this by finger counting. Staff model mathematical language well and provide ample resources and opportunities for counting and visually recognising numbers.
• Staff support children to become increasingly independent in their personal development. For instance, children eagerly help staff to tidy away toys and make their own choices. Babies show excellent hand-to-eye coordination as they learn to feed themselves independently. However, at times, during routines such as lunch and snack times, children wait for long periods of time. This means that some children become unsettled, start to lose interest and become disengaged from potential learning experiences.
• Parents are overwhelmingly positive about the care the staff provide. They feel fully informed about their children's learning and development. They say that the nursery is like an extension of their own home, that communication is fantastic and staff are highly approachable and professional.

What the setting must and should do next

The provider should:

• support staff to make the most of their interactions with children to progress their communication and language skills further
• manage daily routines more effectively to ensure that children are not waiting for extended periods of time.