Be Happy Day Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time at the nursery. They are content and happy and form strong bonds with the kind and caring staff team. Children delight in daily fresh air and exercise in the outdoor play area. Staff encourage children to take age-appropriate risks, such as balancing across crates, beams and tyres. Babies build on their core strength, for example as they climb through tunnels and throw balls from the ball pit. Children take pleasure in their achievements when they accomplish their goals. This builds on their confidence and teaches them about their capabilities.

Managers have used the information they gathered about the impact of the COVID- 19 pandemic to inform the opportunities staff provide for children. For example, they have implemented a variety of strategies that support children to regulate and manage their emotions. Children at this nursery show kindness to others and listen to their peers. Children demonstrate this as they actively negotiate and take on different characters as part of their imaginary play.

Staff provide children with a range of experiences to learn about the local community. For instance, children delight in walks to the library, outings to the park and visits to the nearby market. Children take pleasure in looking at photos and discussing past events with their friends and staff. This supports a sense of belonging at the setting.

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

• Staff support children's communication and language development well. For example, as children turn music up and down, staff introduce new words, such as 'louder' and 'softer'. Children make animal sounds, and with support from staff, they learn how to use these words in different contexts. This helps to broaden children's vocabulary.
• Staff assess children's development accurately and plan a well-sequenced curriculum. They provide children with varied activities that are often led by children's own interests. However, on occasion, particularly during adult-led activities, staff do not adapt their teaching to reflect the individual development needs of all children. This means that, at times, not all children benefit from the learning taking place.
• The intent for children to become independent is implemented effectively. Younger children help to clear away toys when they have finished playing. Their older peers enthusiastically serve their own meals and snacks. They pour their drinks independently and clear away their plates.
• Children are busy and keen to explore the engaging environment. As children engage in their play with their friends, staff support them in developing their social skills. For instance, children of differing age groups excitedly take on different roles and set up a car wash. They take turns to fill up their buckets with water and excitedly wash the different vehicles.
• Managers and staff have developed strong links with local schools. They invite teachers into the nursery so that staff can share information and discuss children's individual needs. This helps children to build relationships with their new teacher and eases anxieties about the upcoming changes.
• Staff seek a range of information from parents about their children's care needs and abilities when children first start at the nursery. This helps staff form a baseline assessment of children's starting points. Staff continue to share information on children's daily achievements and welfare, such as through discussion and digital media. However, although there are strategies in place to share information, staff do not ensure that all parents are aware of their children's ongoing goals and targets. This does not provide consistent continuity in children's ongoing development, to help them make the best possible progress.
• Staff teach children the importance of leading a healthy lifestyle. For instance, at lunchtime, staff initiate discussions with children about their favourite fruit and vegetables. They skilfully link this to the produce they are growing in the garden and hold conversations with children about the nutritional benefits of food. Older children express delight as they take part in relaxing meditation activities. Children of all ages know to stay hydrated and independently access a drink of water when needed.
• Managers regularly reflect on the nursery and work closely with the staff team to make improvements. The recent development of the outdoor area has widened children's learning experiences. This has supported children in developing and building a variety of new skills.

What the setting must and should do next

The provider should:

• strengthen teaching, particularly during adult-led activities, to ensure all children consistently benefit from the learning taking place
• provide all parents with specific information about their children's ongoing development and progress, to offer consistent continuity in children's learning at the setting and at home.