Adventureland Day Nursery

What is it like to attend this early years setting?

The staff team plans a curriculum that focuses on all aspects of children's learning to help them make good progress in their development. Staff place a strong focus on helping children to develop confidence and self-assurance. They talk to children about their emotions and how they are feeling. Staff are positive role models. They speak to children sensitively and remind them of behaviour expectations and rules. As a result, children behave well. They build strong friendships, learn to self-regulate and manage their emotions.

Children have vast opportunities to develop their physical skills as they have daily opportunities to play in the large soft-play structures. Staff encourage children to take measured risks and supervise them well so that they can master new skills safely. Staff make excellent use of stories, songs and rhymes. Children excitedly join in with identifying missing words in stories and predict what will happen next. Consequently, children show a real love for books. From a young age, they learn to sit and enjoy story time. Babies dance and giggle with delight as staff sing their favourite nursery rhymes.

Babies and children are happy and settled. Staff have a warm and caring approach, which helps children to feel a sense of belonging. Environments are set up to allow children to move around freely. Children confidently make choices and lead their own play. Staff plan a range of activities that help to build on children's experiences. For example, children delight in petting and caring for rabbits and guinea pigs during animal day. Children with special educational needs and/or disabilities (SEND) are supported well. Staff skilfully adapt the activities to include all children. They make good use of the sensory room to provide tailored sessions that help children to process their thoughts and engage in tranquil experiences.

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

• The manager is committed to providing a good-quality provision. She works closely with the deputy manager to ensure that staff receive regular support and training. Professional development is promoted and staff have opportunities to receive further training to aid their knowledge and skills. For example, those working with babies have received training that is specific to the care of babies.
• Staff are valued and their well-being is considered. They work incredibly well together and provide a calm and happy atmosphere. All staff show enthusiasm and commitment to the role. Overall, they interact well with children and are skilful at responding to them during play to extend their learning further. However, some staff are less confident than their peers. Therefore, at times, children do not benefit from the highest quality of interactions to help them remain fully engaged in their learning.
• The special educational needs coordinator works closely with staff to provide advice and guidance. She works closely with parents and other professionals and implements individualised targets to help close gaps in children's learning quickly. Children with identified SEND receive intense support to help them make swift progress from their starting points.
• Staff know the children well and plan a range of experiences that take account of their interests and next steps in learning. However, when key persons are absent, the people covering do not always implement a curriculum that focuses on what children need to learn next to challenge them to the optimum level.
• Children have lots of opportunities to express their own ideas. They enjoy creating pictures of their favourite animals and create their own face as they mould with dough. Children use a range of tools for a purpose and show great control and coordination as they develop the muscles in their hands.
• Staff promote children's communication and language skills well. They plan a range of circle time activities and intervention sessions. Staff use sign language, pictures and props to aid communication. This helps to develop children's understanding, listening skills and vocabulary.
• Staff promote children's good health. They encourage children to wipe their own nose, dispose of tissues and wash their hands afterwards. Children are encouraged to use the toilet independently and staff work with parents to support toilet training. Staff sit with children at mealtimes and encourage them to try new foods. Children enjoy role play and pretend to be a dentist. They talk about the importance of brushing their teeth and not eating too many sweets.
• Staff work in partnership with parents and share daily communication with them verbally and electronically. This includes sharing information relating to accidents and incidents. Parents say they are extremely happy and that their children are making good progress. Staff share children's learning needs with parents and provide ideas of what parents can do at home to support their children's learning.
• Children are polite and use good manners. They show respect and tolerance towards one another. Staff help them to learn about similarities and differences to help children to value their own unique qualities. Children show real care and concern for each other.

What the setting must and should do next

The provider should:

• support staff to consistently implement a curriculum that provides optimum challenge to help every child build on what they already know and can do
• raise the quality of staff's teaching so that all children consistently receive the highest quality of interactions to inspire their learning and help them to remain fully engaged.