Ashbourne Day Nurseries at Alfreton

What is it like to attend this early years setting?

Children are happy and confident at this nurturing and inclusive nursery. They are warmly welcomed by staff who know them well. Children are familiar with routines and quickly engage in meaningful learning experiences. Staff offer support as they scaffold learning and build on children's interests. They ensure children are immersed in a language-rich environment from the earliest age and beyond. Children learn to participate in back-and-forth conversations with staff. Staff use daily routines, such as nappy changes and mealtimes, to engage younger children in simple conversation and further language development. Older children chat with their friends as they confidently engage in imaginative play. Staff support children to turn pages in books and encourage them to repeat new words and phrases.

Children learn to behave well. Staff model positive behaviour and help children manage their emotions. Children are settled, curious, and eager to explore their environment. Staff promote children's independence well. For example, children learn to serve themselves at mealtimes, tidy up after activities, and manage their hygiene routines. Children benefit from access to the local environment. For example, staff take children on trips to the local shops to buy ingredients and resources, which enhances children's understanding of the world. Children's views and opinions are valued by staff. Children speak fondly of their time at the nursery and describe their favourite activities. They benefit from warm, secure attachments with staff who understand their needs and routines.

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

• Communication and language development is a clear strength across the nursery. Staff place this at the heart of the curriculum, supporting children through rich interactions, songs, books, and vocabulary-building activities. Staff are skilled at tuning into children's interests and adapting their approaches in the moment to support children's language development.
• Staff ensure children's safety. They are confident in identifying signs of abuse and know how to record and report concerns. Staff understand broader safeguarding concerns, such as the risks of neglect and the signs of female genital mutilation.
• Staff set out the learning environment to promote children's independence and exploration. Babies benefit from thoughtful sensory activities that link to their developmental stages. For example, staff use black-and-white books and 'tummy time' activities to support young babies' visual and physical development.
• Staff promote good partnerships with parents. For example, they share home learning packs and have created a lending library to encourage and extend children's learning at home. Learning packs include activities, such as making dream catchers with children. Parents speak positively about the staff and feel well-informed.
• Staff promote children's independence well, particularly by encouraging self-care routines. Lunchtimes are sociable occasions, and staff use these times effectively to discuss healthy eating and link discussions to children's previous learning. Children are supported by staff to manage disappointment positively. For example, staff offer gentle explanations as to why children cannot have a second biscuit.
• Staff plan the outdoor provision to support children's active play and exploration. Children learn to create potions and mud pies in the mud kitchen and independently use the tap to collect water. Management has identified the outdoor space as an area to improve to further support learning and development opportunities.
• Staff identify children's developmental starting points accurately and understand their next steps. Two-year progress checks and ongoing assessments identify learning needs and are used to ensure children are making good developmental progress. Staff plan activities to promote communication and language development. However, they are sometimes unclear regarding the learning intention of some activities. On these occasions, children's specific learning needs are supported less well by staff.
• Staff promote the use of natural materials and use open-ended questions during activities. For example, staff ask children what materials they might need to create a penguin. They encourage children to think about the body parts and shapes needed for their creations. Staff extend children's learning as they introduce mathematical vocabulary and help children to draw different shapes.
• Staff use risk assessments effectively. They are alert to hazards and support children in understanding how to keep themselves safe. For example, staff remind children not to put dirty items or sand in their mouths and to use the handrail when walking up and down the stairs.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the learning intentions of activities so that they can better support children's next steps in development.