Ashbourne Day Nurseries at Mawsley

What is it like to attend this early years setting?

Staff greet children warmly as they arrive at this setting. Children are eager to explore the learning environment and get involved in play. The staff know children well and use observations to plan effectively for their learning. Children demonstrate that they feel safe and secure in their surroundings and with staff. For example, they snuggle into staff if they are tired or upset. Children enthusiastically invite staff to join in their play. Staff place emphasis on children's emotional well-being. This helps children to settle and feel comfortable in the setting.

Children have great fun during the day. They explore a range of materials and resources through play. Children delight in mixing paint colours and use their hands as they work together to create collaborative pieces of art. Staff celebrate their thoughts and ideas as they play alongside them. Children work cooperatively. They discuss the colours they are making and are keen to take turns with the tools on offer. Children develop strong friendships with their peers. Staff are good role models for respectful communication. They thank children when they help with tasks, for example sorting out puzzle pieces to ensure the jigsaws are ready to use. Children understand the expectations of them and respond positively to staff members. This creates a sense of harmony across the setting.

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

• The nursery benefits from strong leadership. Leaders are passionate and extremely committed to supporting staff to develop professionally. For example, leaders support staff to embed a newly devised curriculum. This curriculum is based on children's interests and learning through play. Staff use their in-depth knowledge of children to plan effectively for their learning. This helps children make good progress across all seven areas of learning.
• Staff report that a high level of support is in place. Leaders ensure that regular supervision sessions offer staff the opportunity to reflect on their performance and discuss their well-being. Targets are agreed between leaders and staff. This helps to consistently drive improvement across the setting.
• The staff plan and facilitate interesting opportunities for adult-led play. During these times, children engage meaningfully with staff and their peers. For example, they delight in exploring the mud and other natural resources using magnifying glasses. However, opportunities for continuous provision for younger children are not yet fully embedded. This leads to some children becoming bored or restless on occasions.
• Leaders and staff work in strong partnership with parents to ensure children with special educational needs and/or disabilities (SEND) receive prompt support. Staff plan and implement purposeful strategies and intervention to support children in the setting. Where necessary, leaders also seek the expertise of other professionals to ensure children with SEND make the best possible progress.
• Staff ensure that babies are nurtured. They tune in skilfully to their verbal and non-verbal cues. If children become distressed, staff respond swiftly to offer close physical comfort and reassurance. This helps to create a sense of connection and belonging. Babies happily snuggle into staff as they share books and stories in the cosy corner.
• Staff support children's language and communication skills. They model correct pronunciation, and introduce new vocabulary. For example, staff use the words 'stomping' and 'crunching' to match babies' actions as they play with the dinosaurs. However, staff often ask questions that require only one-word responses. They do not always observe children's play to ensure that questions are relevant and helpful to extend learning even further.
• Staff skilfully offer just the right amount of support as children develop their independence. Older children put on their own aprons for creative play and competently use soap to clean their hands when they have finished. Staff patiently support younger children to take off their own shoes and trousers before sleep time.
• Leaders are committed to ensuring that children learn about the importance of a healthy lifestyle. Children run, climb, jump and balance as they explore the outdoor play space. Staff promote children's physical strength and stamina as they play alongside them. Children are served nutritious snacks and meals. Staff talk with children about the foods they are eating and promote the importance of a balanced diet.
• Parents praise the nurturing and respectful relationships that staff develop with children. They appreciate the exciting play opportunities that children access every day. Parents comment positively on the nutritious and delicious meals that children are served. Parents feel well informed and involved in their children's learning.

What the setting must and should do next

The provider should:

• develop knowledge of staff members to use questions as a teaching strategy, in order to extend children's thinking, communication and language skills more effectively
• review the continuous provision to ensure that experiences for younger children support them to remain engaged in purposeful play.