All My Friends Childcare Ltd Barnwood Nursery

What is it like to attend this early years setting?

Children receive a warm welcome from the caring, attentive staff. All children show that they are settled, happy and enjoy their play and learning experiences. They receive good support from staff to encourage them to make choices and join in the planned activities. Staff are quick to respond when babies show signs of hunger or tiredness, to ensure their needs are met. Older babies explore, knowing staff are on hand to give reassurance as needed. They develop confidence in walking and show great interest in the activities staff plan. For example, they enjoy the feel of water and have fun making it splash. They fill and pour water from pots, developing their coordination.

Children enjoy many rich and varied learning experiences and make good progress in their learning from their individual starting points. Children gain skills they need to prepare them for school. Staff foster children's communication and language development well and children learn to communicate confidently. Pre-school children ably use scissors and cutlery. They use readily available pens and paper to practise their early writing skills and some recognise letters in their name.

Children learn to play cooperatively. They wait patiently to take turns, for example, during snack time and group activities. Staff help children to gain independence from a young age. For example, two-year-olds learn to pour drinks and put on their coats and wellies. Children also learn to brush their teeth after lunch and understand the importance of good oral health.

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

• The managers foster team spirit. They provide good support to staff. They implement effective induction procedures so staff are clear about their roles and responsibilities. They have good oversight of the effectiveness of the curriculum. They regularly review practice and provide good training opportunities for staff to enhance their skills and improve the provision. For example, training has enhanced the support for children with special educational needs and/or disabilities (SEND).
• Staff plan the curriculum to take account of the interests and learning needs of the children in each age group. They know what their key children know and can do, and know what they need to learn next. Overall, they extend children's learning well, particularly during adult-led activities. They provide extra support for children with SEND and those who speak English as an additional language. However, at times they do not challenge the most-able children. For example, some children already understand simple mathematical concepts, have good vocabularies and show a keenness to gain greater understanding of the world but staff do not build on this spontaneously as children go about their self- chosen play.
• Staff provide strong support to all children to develop their language skills and increase their vocabularies. Staff implement learning strategies suggested by outside professionals to support children who find verbal communication more difficult. For example, staff use sign language and 'now and next' boards to aid children's understanding of the routines and activities. They also respond well to children's non-verbal communication.
• Children's self-esteem is fostered very well. They receive high praise from staff for their achievements, such as trying new things and being kind. Staff promote good manners and teach children to respect others from a young age. However, at times staff do not provide efficient guidance for younger children to help them learn to respect their environment. For example, staff do not guide children to replace resources after play, nor to avoid walking on items left on the floor.
• Children benefit from time spent outside. They explore the inviting outdoor play spaces with confidence and independence. They develop physical agility as they run, balance on and jump off tree stumps safely, and use wheeled toy vehicles competently. They have great fun jumping in muddy puddles together. They investigate the natural environment and enjoy scavenger hunts.
• Staff take children on outings to increase their understanding of the world. For example, they take a bus ride to the city library, enjoy pancakes at a local café and entertain elderly residents at a local care home with their singing and conversations.
• Staff establish very strong partnerships with parents from the outset. They work with parents to help children to settle and gather information about the family and children's developmental progress. They routinely share information about children's experiences and their focus for future learning. Regular stay-and-play sessions, family breakfasts and special celebration events provide good opportunities for parents to spend time with their children in the nursery.

What the setting must and should do next

The provider should:

• provide further challenge for the most-able children's learning, particularly during self-chosen play, to extend their skills and knowledge
• give further guidance and support to help younger children learn how to care for their environment.