Bear Hugs Day Nursery

What is it like to attend this early years setting?

Children feel safe and secure in the nursery. They happily arrive and quickly settle into the routine of the day. Children are active learners and benefit from a well-designed curriculum to support their physical development. The routine and structure of the day enable children to spend time outdoors to explore, take age-appropriate risks and build on their interests. Older children enjoy riding bicycles and scooters and work out how to negotiate bends. Toddlers display high levels of independence and resilience as they climb slides and ride tricycles.

Staff place strong emphasis on getting children ready for school. For instance, they teach the children to identify letters in their names, when they are developmentally ready, and count numbers. Some children can easily recognise their names and begin to write them.

Children behave well and play nicely with their friends. For example, toddlers sit together and pass objects to their friends while building with construction blocks. Staff continue to monitor and support children who find it difficult to sit, listen and engage in learning activities.

Overall, all children, including those who receive additional funding, are making good progress from their starting point of entry.

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

• Strategies for developing parent partnerships are effective. Staff keep parents informed about children's care and learning through daily communication and termly reports. In addition, the team seeks the views of parents to help them identify areas to improve. Parents are kept up to date with staff changes and other welfare matters through emails and regular newsletters. Parents report that their children feel safe and happy at the setting.
• Staff teach children to become independent learners. For example, they encourage children to take their coats off, hang them on their allocated pegs and put them on by themselves. Staff are available to support those who require help. Staff teach children how to use cutlery competently during mealtimes. Some children demonstrate high levels of independence as they tidy away resources after play.
• The managers of the nursery are clear about what they want children to learn to build on what they already know. However, they do not ensure that all staff understand how to implement the curriculum intent effectively. For instance, although leaders have identified that staff need to promote children's language through songs, books and tailored one-to-one activities, this is not done consistently. As a result, not all children make consistently good progress in their communication and language development.
• Staff are quick to address negative behaviour, and many support children to learn what behaviour is acceptable and what is not. Staff encourage children to be kind to their friends and take turns during play activities. This has a positive impact on the way children behave.
• Generally, staff know the children well and can explain how they are progressing and what their interests are. However, there are times in the day when staff move from one room to another. Staff do not always consistently review information about children's learning in order to support them fully as they play and learn.
• Children benefit from being offered a variety of fresh, healthy snacks and meals, which helps to promote their good health. Staff encourage children to drink plenty of water and spend time outdoors. Staff use mealtimes and role-play activities to teach children about the importance of leading healthy lifestyles.

What the setting must and should do next

The provider should:

• ensure staff implement the curriculum intent for developing children's language effectively so that all children make better progress in this area of their learning
• make better use of information available about children in order to better support their next steps in learning.