Albion House Day Nursery

What is it like to attend this early years setting?

Children thrive in this welcoming and safe nursery. They quickly settle as they find their favourite activities in the awe-inspiring environment the staff have carefully created. Children are provided with ample opportunity to explore their own interests. Staff enable children to take managed risks. Children create a ramp for their balance bicycles using large wooden bricks. They develop their balance and coordination as they travel confidently along the ramp.

Children are helped to build their knowledge and understanding of the world around them when they show an interest in firefighters. They are given the resources they need to dress up, and they use their imaginations as they put out 'fires' using a hose in the garden. Children develop their large-muscle skills as they are assisted to use spades to dig for 'treasure'. Staff help children to find the treasure, saying, 'You've found a mystery there; I wonder what it could be?'

Younger children explore with their senses and small muscles as they play with vehicles in flour. They are encouraged to make circular movements with their fingers as they explore the texture of the flour. They continue their exploration of sensory play outdoors in the mud kitchen, filling up a teapot with mud and using their small-muscle skills to push vehicles through the mud, watching as they make tracks and patterns.

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

• Staff enable and encourage children's interests, which leads to children being confident and inquisitive learners. Children show a 'can-do' attitude in their play. For example, children persevere and show determination during tasks, such as putting on their coats and rain suits. Outside, they jump with glee in the puddles left by the rain, smiling as the puddles splash around them.
• The manager has identified what they want children to learn. However, they do not always ensure that all staff are confident in delivering the programme of learning. For example, less-experienced staff do not always provide high-quality interactions with babies during routine activities, such as mealtimes.
• The provider ensures that children enjoy healthy snacks and meals, catering for those who have allergies and intolerances. However, staff do not discuss health and nutrition with younger children. As a result, children do not consistently learn about the benefits of healthy eating habits from a young age.
• Parents are highly complimentary about the nursery. They say that the 'warm and cosy' nursery environment helps children to settle quickly with their key person. Staff share regular information about children's learning and suggest activities for parents to enjoy with their children at home. Parents comment that the nursery provides 'genuine love and care' for their children, and they feel that staff prepare children for the next stage of their education.
• Children's behaviour is good at nursery. Staff skilfully support children's behaviour and build their confidence as they play. For example, they continuously praise children's efforts by saying, 'Good balancing, super-duper,' as children carefully balance on large equipment.
• Staff well-being is given priority. The highly knowledgeable and supportive manager provides frequent team activities and ongoing support for staff to help them feel valued and very happy. The manager identifies training needs through regular supervision sessions. Staff training has a positive impact on children's learning, for example, staff comment that training helps to increase their knowledge of child development.
• Children are helped to learn about the wider world beyond their own experiences. The manager and staff teach children about differences in their own community and beyond. For example, the staff help children to learn about their own customs and those of other cultures, such as the Hindu festival of Holi.
• Staff provide support tailored to children's individual needs. They help families to access further support and make referrals to other professionals when needed. Staff use picture cards for children who have communication difficulties to help them understand what is happening next during the routines of the nursery day. Staff provide one-to-one support when required so that children with special educational needs and/or disabilities are making good progress in their learning.
• Staff expertly weave mathematics into play. For example, children line up to wait their turn on the balancing blocks. Staff encourage children to count the time it takes for each child to cross the blocks. Children join in with glee, counting confidently.

What the setting must and should do next

The provider should:

• strengthen staff interactions with babies so that they consistently support emerging speech and language during routines throughout the day
• extend children's understanding of how healthy food choices promote their good health.