Alpha Day Nursery

What is it like to attend this early years setting?

Children enjoy their time at the nursery. They are greeted by friendly, warm and attentive staff, who take time to listen and speak to them as they arrive. For example, staff speak with children about what they have seen before arriving at nursery. Parents are warmly welcomed by leaders as they arrive. They receive reassurance from staff as their children settle in. Staff give lots of cuddles to new children during activities. They are good role models. Staff help children to respect each other's feelings and understand the importance of sharing. This encourages children to interact well with their peers and staff.

Staff provide well-sequenced activities. For example, babies enjoy singing and dance time. This helps to develop their early language and social skills. Older children sit nicely during story time and happily take part in discussions. They have lots of opportunities to develop counting skills through singing number rhymes. Older children have opportunities to visit the local shops. This helps them to understand more about their local communities.

The nursery has developed good relationships with local schools. This helps school staff understand how children learn best. Children settle well into their new schools. Parents are invited to yearly graduations to celebrate their children's achievements.

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

• Leaders and staff know their children well. They provide a curriculum that builds on what children already know. Staff plan effectively for children's next steps in learning, and children progress well from their starting points. Very occasionally, staff do not encourage children to make the most of learning opportunities as they settle.
• Key persons develop strong relationships with parents. This has a positive impact on children's development. Parents speak positively about the help they receive to support their child's development at home. They notice the good progress their children make and value the daily communication about their child's development.
• Staff have high expectations of children's behaviour. They regularly remind children to use 'kind hands' and play with toys safely. Children wait patiently for their turn and follow instructions well. For example, older children respectfully wait for their friends to finish speaking during discussions about melting ice. Staff help younger children to understand how to keep themselves safe on the slide, and children willingly take turns.
• Children enjoy a healthy balanced diet that reflects their backgrounds. For example, they enjoy jollof rice for lunch. Staff help children understand different cultures and traditions. Children use resources that reflect a range of communities, and staff acknowledge different religious events, such as Diwali and Christmas, as part of the curriculum.
• Overall, staff help children to develop their communication and language effectively. Older children take part in back-and-forth conversations with staff as they talk about what they are eating for lunch. Staff skilfully introduce mathematical concepts during story times. Older children speak confidently to staff about their new schools. However, staff in the baby room do not always consider the impact of unnecessary dummy use on children's communication and language development.
• Children's independence is supported well. Staff encourage younger children to feed themselves. Older children help to prepare tables and tidy up after lunch. They confidently pour their own water to drink and know to wash their hands after toilet use and before meals.
• Staff provide effective support for children with special educational needs and/or disabilities (SEND). They work closely with parents and professionals and implement suggested methods to help close gaps in learning. For example, staff use picture cards to help children with SEND understand routines and engage in activities.
• The manager has worked hard to prioritise the well-being of children and staff. For example, they plan regular social activities to develop stronger bonds within the team. The introduction of yoga for children has contributed to increased social skills for some children. Staff have attended some training to improve their knowledge and skills. However, the manager does not yet use the regular supervision meetings with staff to discuss any further professional development opportunities that they may benefit from.

What the setting must and should do next

The provider should:

• support staff in the baby room to develop a greater understanding of how to promote children's communication and language skills
• use information from the monitoring of staff supervisions and practice to further their professional development more precisely.