Almond Bud Day Nursery

What is it like to attend this early years setting?

Children demonstrate that they feel happy and safe. For example, on arrival they receive a warm welcome from caring and nurturing staff, who greet them with open arms and big smiles. Children happily separate from their parents in the garden, before quickly engaging in their play. They are settled and eager to explore the environment that has been well planned to meet their needs.

Children make continued progress across the seven areas of learning and development. Staff have high expectation for all children, including those with special educational needs and disabilities. For instance, the special educational needs coordinator ensures that personalised support is implemented to meet individual children's needs. This ensures that every child gets the best possible start in their early education and are more than ready for their next stage of learning, especially school.

Children have positive attitudes to their learning and play. For example, during free play, children dress up and role-play superheroes. They have a good understanding of how to keep themselves safe as they discuss the rules of their game such as 'no pushing'. Other children are welcomed into their game when they ask 'Can we join in?'. They respond positively to each other and are deeply engaged in their play as they lead their own learning.

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

• Staff know their individual key children well. This enables them to plan an effective curriculum that is built around their current interests. For instance, children eagerly join in with a sensory activity about farm animals. They are highly engaged as they freely explore the resources that have been well planned to ignite their curiosity. Staff consistently introduce new language to children as they describe the texture of items in the tray. Children are supported well to lead their own learning through play and exploration, as skilled staff extend their knowledge successfully.
• There are some occasions when staff plan activities that are too complex for older children within the setting. For instance, during adult-led activities, some children struggle to follow the directions that are being given to them. They become disengaged as they wait for staff to support them to complete these tasks. This impacts on their motivation and self-esteem as they are unable to continue their learning and feel successful.
• Children's behaviour is good across the setting. They have a clear understanding of the behaviour rules that are in place. For example, children must mount several flights of stairs to access the garden. They listen and respond positively to staff when they are reminded of how to keep themselves safe. They take it in turns and wait patiently for their friends to go onto the next step before following in a sensible manner. Children's positive attitudes are reflected well in their conduct and behaviour, and relationships between staff and children clearly demonstrate a respectful culture.
• The provider creates an environment that values and promotes diversity. For instance, children regularly learn about different cultures and faiths. Children recently enjoyed celebrating Diwali. They explored different types of traditional food that families share during the festival by making and eating their own samosas. Children develop a good understanding of their differences and what makes them unique.
• However, the provider does not support children well enough to develop an effective understanding of how to use the internet safely. For instance, staff miss opportunities to teach children about online safety and where to get support if they need it. Therefore, children do not develop the knowledge and skills that they need for future learning, especially school.
• Parent partnerships are a strength of the provider. For example, parents receive regular updates about their children's progress and development through an online platform, and regular parents' consultations that take place throughout the year. Parents know what their children's next steps in learning are and consistently share positive feedback about how 'happy and approachable' the staff are. This ensures that there is continuity in care and education between the setting and home. This has a positive impact on the outcomes for all children, including those with SEND.

What the setting must and should do next

The provider should:

• support staff to develop their knowledge to enable them to plan suitably challenging activities
• improve teaching so that children develop an understanding of how to keep themselves safe online.