Bella's Childcare Ltd

What is it like to attend this early years setting?

Staff create a warm, welcoming and inclusive environment for all children. Children confidently leave their parents at the gate and quickly begin exploring the range of exciting learning opportunities on offer. They are familiar with the rules and routines of the nursery and show positive attitudes to learning. For example, older children independently get ready for snack. They wash their hands and talk to staff about the need to clean the 'germs' away. Staff introduce words, such as 'whole, half and quarter', as they model how to cut fruit safely with a knife. As a result, children are beginning to understand mathematical concepts as well as learning how to manage risks.

Managers and staff know the children well. They use their knowledge to plan and provide a range of learning experiences that ignite children's interests. For example, when children show an interest in taking photos using digital cameras, staff plan opportunities for them to use the cameras to capture different facial expressions. Children practise looking in mirror to see how they can show each emotion. Subsequently, children develop good communication skills in labelling their emotions and are supported to articulate how they feel.

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

• Managers have a good overview of the provision. They have recently implemented a new curriculum that supports children's learning and development. Staff use what they know about children's developmental needs and personal interests to plan activities. For example, young children show a keen interest in messy play activities. They remain focused and engaged for extended periods of time as they investigate the paint using different tools. They learn how to communicate their choices through verbal and non-verbal cues. Children's voices are heard, and staff respond swiftly to their needs. As a result, children make good progress.
• Staff have a strong focus on promoting children's independence. They teach children how to put on their own coats. Older children competently put their arms into their sleeves and manoeuvre the coat into place. Staff support children to independently manage their self-care needs. They regularly use the 'snuffle station', complete with mirror, tissues and bin. These direct teaching moments help children learn important skills for the future.
• Children, including those who speak English as an additional language, are becoming confident communicators and readily chat with visitors. Young children are praised as they name different objects and staff extend vocabulary by modelling the correct pronunciation of words. Children huddle around adults to share books and listen to stories. Singing can be heard throughout the nursery and children become excited when staff play the ukulele at group times. They enthusiastically join in with the actions when singing 'sleeping bunnies' and take turns to suggest which song to sing next. However, at times, staff do not always use everyday routines and activities to extend children's learning further.
• Staff regularly provide a variety of meaningful opportunities for children to gain a deeper understanding of their local community and the world in which they live. For example, they plan trips to the nearby supermarket to gather ingredients for cooking activities and visit the dentist to learn about dental hygiene. Staff teach children how to keep themselves safe when out and about, including road safety.
• Partnerships with parents are good. Parents comment that communication is effective and they feel they can speak to all staff about their child's development. Staff share information about children's progress, as well as information about children's individual key person, through an online application. However, some parents are still unsure about who the key person is for their child and what their next steps for learning are. This does not fully promote the continuity of care between the nursery and home.
• Children with special educational needs and/or disabilities (SEND) are supported well by the staff. The special educational needs coordinator works closely with staff, parents and other professionals to implement children's individual plans. As a result, children with SEND are consistently supported and make good progress.

What the setting must and should do next

The provider should:

• support staff to make the most of every opportunity to extend children's learning within the routines and activities available
• ensure that all parents know their child's individual next steps in learning and are aware of who their key person is.