Bear Cubs Day Nursery Ltd

What is it like to attend this early years setting?

Children are warmly welcomed into the nursery where they have settled well, establishing good relationships with staff and their peers. They show an interest in stories, looking at their favourite animal books and having discussions about the sounds the animals make. For example, children use simple Makaton signs for a pig 'oinking' and use resources to create the sound of a horse 'trotting'. They play cooperatively alongside one another and are keen to learn, showing curiosity and following their own interests.

Children explore outdoors and the world around them through a variety of opportunities and apply their ideas in many ways. For example, they use bicycles and tractors to test how fast they can go, and talk about how they go faster when going down a hill. Children often see squirrels and wonder how close they will come to the nursery. They talk about the squirrels living in the big trees outdoors.

Staff support children to extend their learning. As children explore sensory opportunities in a variety of ways, they talk about the range of ingredients they can see and touch. For example, they hold spaghetti and describe this as 'slimy' and 'like a worm'. Children investigate letter sounds that they find in rice trays, using big magnets to retrieve them. Staff talk about the letter and the sound it makes, helping children to build on their early reading skills.

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

• Children are safe and secure and supported to cooperatively play alongside one another. They take turns to explore balancing beams independently and have discussions about making space for each other. Children are offered support from staff to jump from different heights, and develop good physical skills as they walk, climb and balance.
• The manager and staff provide activities for children supporting all areas of learning. They collaborate on a varied curriculum to provide children with opportunities to extend their learning. For example, children learn new sounds to extend their communication and language and build on this, singing songs and using actions of the sound they have learned.
• Parents report they are happy with the nursery and how children have settled extremely well. They feel that all staff adapt care to their children's individual needs. Parents receive regular communication from the nursery which supports them with reassurance and feeling at ease. Staff engage with parents and use the knowledge they learn about children and their interests to support their learning.
• Staff support children to know what is happening next and making transitions in the routine. Occasionally, staff focus on domestic routines, which means their interactions with children are not as consistently engaging as they are at other times, to enrich children's experiences.
• The manager leads the nursery well and works with staff closely to support children and their learning. Although the manager gives feedback on activities staff provide for children, staff do not always have opportunities to reflect on their practice to further develop their teaching skills and professional development.
• Staff support children to make choices in their learning. They offer opportunities for children to explore activities at different levels. Children like to sit down to investigate the sand tray and move to standing to explore water play. Younger children enjoy interacting with older children and enjoy visiting quieter spaces where they can play together. Older children encourage younger children to learn new words.
• The special educational needs coordinator works in partnership with professionals to support children's individual needs. She works closely with parents and other agencies to review children's next steps, which helps them to decide what to teach children. Effective strategies are put in place that build on children's communication and language skills to help reduce any differences in their learning so they make the best possible progress.

What the setting must and should do next

The provider should:

• review the organisation of routines so that staff can engage with children and offer rich opportunities for high-quality interaction during mealtimes
• continue to develop the already good practice and seek further ways to help all staff regularly reflect on their practice and support their professional development.