Bear Hugs Day Nursery 3

What is it like to attend this early years setting?

Children arrive happy and ready to begin their day. They are greeted by warm and friendly practitioners, who know them well. Children demonstrate that they feel safe and secure by leaving their parents confidently and seeking practitioners when they need comfort. Children show positive attitudes towards their learning. For instance, they confidently explore their environment and show curiosity in the activities on offer.

Practitioners support all children, including those with special educational needs and/or disabilities (SEND), to make progress. They know their key children well and provide activities and experiences that teach the areas of learning and support them to achieve their next steps in development. For example, when children enjoy water activities, staff encourage them to count and name colours as they 'fish' for pom-poms and collect them in containers.

Practitioners are positive role models for children. They communicate respectfully with each other and are gentle in their approach to children. Practitioners support children to become independent in their self-care needs. For example, children learn the importance of good hygiene practices. They wash their hands before meals and after using the toilet.

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

• The manager is passionate about child development and has clear intentions for what she wants children to learn. Since the last inspection, she has provided training for staff and has received support from the local authority to improve outcomes for children. The manager supports practitioners to implement the curriculum to ensure that children become confident, independent and develop the skills needed to be ready for the transition on to school.
• Practitioners implement a curriculum that supports children to develop in all areas of learning. They adapt activities to support the different abilities of all children who attend. Practitioners monitor children's development to help identify any gaps in their learning. They liaise with parents and other professionals, such as speech therapists, to ensure that they are working together and that children's individual needs are being met.
• Practitioners support children's language development. They sing, read stories and model language throughout the day by repeating words and small sentences and asking children questions. However, at times, practitioners quickly repeat the question or provide the answer. This means that children do not always have sufficient time to think and respond.
• Children are provided with healthy meals and snacks. They have access to fresh water throughout the day. Practitioners promote children's physical development. Children have access to outdoor space with a range of equipment, such as bicycles, push-along toys and a slide. Children benefit from fresh air and explore moving in different ways. This supports children's well-being and physical development.
• Children learn about different people and cultures, such as through a range of books, resources and experiences. For instance, families are invited to a multicultural day to share cultural food, traditional clothes and stories. This helps children to respect other cultures while embracing their own.
• Practitioners support children who speak English as an additional language by using key words and phrases in their home language. This supports children's communication and helps them to feel included. Practitioners support children to learn English words by using children's home languages with the English word and visual aids, such as pictures or objects.
• Most children behave well. However, practitioners do not always teach children about the consequences of their actions to help them to understand what is expected of them and how their behaviour can impact others. Furthermore, children on the receiving end do not always have their feelings acknowledged. For instance, when children snatch, they are not always encouraged to return items and children are not always comforted when this happens to them.
• Parent partnerships are good. Practitioners share information about children's day with parents. They value parents' views and incorporate these when planning children's next steps in learning. This provides a consistent approach to children's all-round development. Parents speak positively of the nursery. They comment on the good communication and how their children have developed since attending the nursery.

What the setting must and should do next

The provider should:

• strengthen practitioners' understanding of giving children time to respond to questions to further develop their critical thinking and problem-solving skills.
• support practitioners to develop strategies to teach children about the consequences of their actions, including the effects on other people's feelings, to help them learn to manage their behaviour.