Acklam Children's Day Nursery

What is it like to attend this early years setting?

Children arrive happily at the nursery and quickly become immersed in their play and learning. All children develop secure and trusting bonds with their key person and all staff. They have a positive attitude to learning and are eager to join in the activities planned for them. For example, older children relish playing with the play dough. They press natural objects, such as twigs, daisies and leaves, into the play dough to create their own patterns. Children of all ages make marks with various media, including pencils, paint and chalk. This helps them to develop the skills they need for early writing.

Babies and toddlers are relaxed and smile when they see familiar staff. They look to staff for reassurance and cuddles, which they receive in abundance. Together with staff, babies sing songs and clap their hands. Older children seek staff out to show their accomplishments and share their ideas. As they build a tower, they count each block and estimate how many more they will need to reach the ceiling. They confidently use mathematical language, such as 'more' and 'taller'. Children use their imagination and creativity to create treasure maps. They describe their map and explain that the x spot is where the treasure is hiding.

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

• The dedicated and experienced manager shows a good commitment to the professional development of her team. This plays an integral part in the development of the nursery and how staff promote children's progression. She has devised an ambitious curriculum that covers all areas of learning and is implemented consistently by the staff. The manager places a high priority on the well-being of staff, who feel valued and enjoy working at the nursery.
• Staff caring for babies and toddlers create a calm and relaxing space for them to explore and engage with sensory resources. Babies experiment with balloon whisks and various spoons as they attempt to stir porridge oats. Staff build on babies' and toddlers' communication skills, introducing new words while they play.
• Staff act as good role models to the children. They listen when children talk, and value what they say. Older children confidently hold conversations with staff and describe past events. Staff use effective questioning when communicating with children to extend conversations and build on children's learning.
• Children have a good range of experiences to support their literacy skills. For example, their love of books is enhanced by the home lending library. Staff provide cosy and inviting reading areas where children handle books with care. They practise making marks and enjoy listening to stories and looking at books independently. This helps children prepare for their future learning in readiness for school.
• Children behave well. They are learning to be polite and well mannered. However, not all staff follow a consistent approach to support children to follow the rules that help to keep them safe. For example, staff remind children to use 'walking feet' and ask them not to climb on the tables and chairs. However, they do not provide children with a simple explanation of why. This means children do not always understand or learn the consequences of their actions.
• Staff support children with special educational needs well, overall. They work hard to swiftly identify those children who require additional support. Staff work closely with outside professional agencies, such as speech and language therapists. However, the manager acknowledges that planning needs to focus more precisely on the individual goals and targets set by other professionals, to maximise children's learning.
• Children who speak English as an additional language are supported well. Staff speak other languages in addition to English, such as Urdu. These skills help staff to support children in their learning and help children to catch up quickly with their peers where there are gaps in their learning.
• To minimise the risk of transmitting COVID-19, parents drop off and collect their children from the main entrance. Staff continue to exchange information verbally and electronically. Parents spoken to are vigorous in their praise for the manager and staff and are exceptionally pleased with the progress their children are making. They state that staff are extremely friendly and very supportive and make comments such as, 'I would not know what to do without them'.

What the setting must and should do next

The provider should:

• support staff to focus even more precisely on all the agreed goals for helping children with special educational needs and/or disabilities maximise their learning
• support children more consistently to understand the reasons why they need to be careful in certain situations, to raise their awareness of their personal safety.