Bambinos Day Nursery LTD

What is it like to attend this early years setting?

Children thoroughly enjoy spending time at nursery. They enter happily and are greeted warmly by staff. Children hang their coats up and quickly settle into activities with friends. Staff create a curriculum that is broad, ambitious and supports all children to make good progress in their learning and development. Children gain a growing curiosity and learn about their local community, such as when they go on outings. They visit local parks, enjoy meals at local cafes and had the opportunity to meet Santa at Christmas.

Children are motivated and show their curiosity in exploring different resources. For example, they enjoy using their imaginations and creativity as they create various melodies with a piano book. Older children work in partnership as they use their fine motor skills to put beads on either ends of a large thread. Staff are positive role models and have high expectations of children. They speak to children sensitively and remind them of the expectations for their behaviour and rules in the nursery. As a result, children behave well and remind each other that 'sharing is caring'. Staff teach children about good table manners as staff remind them not to talk with their mouths full and to say pardon if they burp.

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

• Staff foster children's communication and language skills well, including those children who speak English as an additional language. They use circle times effectively to introduce children to new vocabulary as they sing and read stories. Children eagerly answer open-ended questions about the story to promote their language and thinking. At times, staff talk to children in their home languages and use keywords. This supports children to become confident and skilful communicators.
• Children have ample opportunities to develop a love of books and reading. They have access to well-resourced comfy book corners and have regular story times. However, staff do not provide consistent opportunities for children to make marks and practise their early writing skills through a variety of activities.
• There is an effective key-person system in place. This ensures that staff have a good knowledge of their key children's interests, skills and abilities. Staff frequently observe children's development and provide meaningful activities that challenge and motivate them. This supports children to make good progress in their learning. Staff regularly share information with parents about their children's care and learning, such as, through regular discussions and meetings. This helps to promote consistency in children's learning.
• The special educational needs coordinator is clear of her role. When children need additional support with an area of development, staff work closely with external agencies and follow plans. Staff use funding the nursery receives for children's additional needs to provide children with one-to-one support. Children with special educational needs and/or disabilities are well supported.
• Children enjoy counting as they sing number songs and learn simple subtraction as they sing favourite number rhymes. They learn to problem solve and recognise numbers, such as when they access number puzzles. However, staff do not foster children's knowledge of wider mathematical concepts, such as weight, measurement and height, as effectively.
• Staff understand that it is important for children to lead healthy lifestyles. They provide children with a nutritious selection of meals throughout the day. Staff plan daily routines to help children to learn about healthily options. For example, at lunch, children talk about their favourite fruits and vegetables and their health benefits. At circle time, children listen to a story about a crocodile with a sore tooth and discuss the importance of brushing their teeth.
• Parents that were spoken to have high praise of staff and express how supportive they have been. They comment that they have seen a marked improvement in their children's language and overall development.
• The manager implements a regular programme of supervision and meetings with her staff team. She supports staff's ongoing professional development well and they regularly complete training, such as around Makaton, curriculum planning and assessment, and autism awareness. This supports staff to develop best practice.

What the setting must and should do next

The provider should:

• provide children with more opportunities to make marks for a purpose to develop their early writing skills
• strengthen mathematical activities to promote children's knowledge of wider mathematical concepts.