Adventurers Day Nursery Ltd

What is it like to attend this early years setting?

Children show they feel settled and happy in the nursery. They are keen to come in at the start of their session and are greeted by the warm, caring staff team. Staff gather information from parents about children when they start. This helps staff to know how to meet children's care needs effectively and promotes continuity.

Staff prepare the environment with activities that they know children find interesting. Children are excited to learn and show good levels of concentration. For example, older children are eager to come to the table to use the mirrors, mark-making resources and mini hammers. Young children thoroughly enjoy exploring in the messy area with 'hedgehog dough' and develop their small physical skills. Babies spend time in the soft-play area, where staff help them to learn to walk, and build confidence as they stand.

The management team has worked alongside staff to identify any impact of the COVID-19 pandemic on children's learning. They have focused on supporting children's personal, social and emotional development, which is now an exceptional area of the curriculum. Children's behaviour is very positive and staff are excellent role models for them.

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

• Room leaders are clear on the curriculum goals and what they want children to learn before they move up to the next room in the nursery. Staff plan activities that are based on children's interests and next steps. This helps them to provide exciting activities that extend children's learning. Overall, children develop secure foundations for the future and are prepared to move on to school.
• Babies enjoy sensory activities and show delight as they squash and squeeze the bags. They explore their environment with interest and confidence. However, on occasion, staff focus on developing their small physical skills at the table as opposed to focusing on large physical skills and shoulder movements. For instance, they sit at the table to use pencils and during singing, which prevents them from copying the actions modelled by staff.
• Children thoroughly enjoy stories and show good levels of concentration. Staff offer praise as children say the familiar phrases in the story and know who the main characters are. Older children know they can gather information from books, as they use them to learn about autumn.
• Children learn about their feelings and can explain why they feel a certain way. Staff use colours to help children identify how they feel and encourage them to talk about this in their circle times. This is a consistent strength throughout the nursery. For example, toddlers put their monster in the 'mixed feelings' column and say this is because they feel tired today. Older children explain that when people share this can make them happy and they talk about strategies to help them feel calm.
• Staff promote children's good health and independence. Children know they need to wash their hands and begin to use the toilet independently. They sit together at the table for lunch and enjoy freshly cooked, healthy meals and snacks. There are opportunities throughout the day for children to have fresh air in the outdoor area.
• Staff are caring and nurturing towards children. Babies benefit from close relationships with their key person, and staff follow individual routines from home. They ask children if they can change their nappy, and children go willingly with them. Staff encourage children to share their ideas and help them to feel valued. For example, toddlers and older children contribute their ideas to the activity planning.
• Partnerships with parents and other professionals are very positive. The management team invites other professionals into the nursery to support children who have potential delay and those who are moving on to school. Parents leave positive feedback for the nursery. They say the nursery is 'a friendly, fun and safe environment where children are encouraged to thrive'. However, some parents are not aware of what children learn on a regular basis.
• The management team works closely alongside staff to offer support and guidance. Managers prioritise staff's well-being and ensure that they can manage their workload with ease. For example, staff spend time out of the childcare rooms to complete paperwork, such as assessments and targets for children. They access regular professional development opportunities to help them enhance their practice with children.

What the setting must and should do next

The provider should:

• enhance staff's knowledge of how to promote babies' physical development to ensure they develop the foundations they need to learn before moving on to more complex skills
• consider ways to involve parents in their children's learning on a more regular basis.