Ashbourne Day Nurseries at Leighton Buzzard

What is it like to attend this early years setting?

A number of changes and improvements have been made at the nursery since the last inspection. The nursery is welcoming, and hygiene routines are supported positively by the staff. Children learn to manage their own hygiene needs, such as by using the newly introduced nose wiping station. Children are safe and well cared for. Their individual learning needs are carefully considered and staff tailor learning opportunities to provide engaging and exciting activities for children. Staff supervise children appropriately, including while they eat their nutritious meals.

Children are happy and settled across the nursery. Babies grow in confidence. They form strong bonds with their key person and regularly check in with them for comfort and reassurance when needed. Staff support children with their behaviour using a range of positive and appropriate strategies. For instance, staff swiftly suggest alternative games to play and follow children's interests if they begin to display any low-level disruption. This helps to re-focus children's attention and children quickly engage in positive interactions as a result.

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

• Changes to the leadership and management of the nursery are now being embedded and those with oversight have a clear and ambitious vision for the nursery. Staff feel valued in their roles. They have received training in various areas of child development, as well as in the recently introduced changes to the curriculum. This has had a positive impact on their ability to provide children with opportunities that are relevant to their individual needs. Regular supervision discussions are taking place and new staff receive a full induction into their roles.
• Mealtimes are a positive experience for all children. Staff sit with them, engaging children in discussion or singing songs as they wait their turn to serve themselves lunch. This promotes children's social interactions with others. Older children learn to serve themselves, with staff supporting them to scoop food from dishes and place it carefully onto their plates. Babies have their needs met sympathetically as staff gently wipe their hands and faces once they have finished eating. Older children become more independent, clearing up and cleaning their own hands when they are finished.
• Staff interactions with children are purposeful and build on children's existing knowledge. The curriculum is focused on communication and language and providing children with the skills they need to move on to the next stage of their learning successfully. Children remain focused and engaged as they play. Toddlers demonstrate their ability to share. For instance, children pretend to make food with dough and share it with those around them without prompting.
• Children's progress is regularly assessed, including required assessments to monitor children's progress in the prime areas of learning. Communication between staff across the nursery is good and this supports children's transitions between rooms positively. For instance, staff hold discussions about children before they move up to the next room so that staff in other rooms can plan accordingly for when the child starts.
• Parents feel that their children are happy and safe at the nursery. Staff hold discussions with them, such as at parents' evenings and hold daily discussions at drop off and pick up times. However, not all parents feel fully informed about their child's time at nursery and the progress their children make.
• Outdoor learning opportunities are carefully considered for toddlers and pre-school children. Staff plan activities based on children's interests and use what they know about children to provide engaging learning opportunities outside. However, provision outdoors for babies is currently not as strong.
• Children who have special educational needs and/or disabilities enjoy their time at the nursery. Staff know all of the children well and are aware of what areas children need more support with. While children who need additional support currently receive this, further work and training is needed to ensure that the support on offer is identified and implemented even more swiftly to minimise delays to the help children receive.

What the setting must and should do next

The provider should:

• Strengthen communication with parents, in particular in relation to children's progress in their learning and development
• develop the outdoor learning environment to enable babies to make the most of their learning opportunities outdoors
• help staff to more swiftly identify and deliver focused support to children who have special educational needs and/or disabilities.