Big Yellow Door Nursery

What is it like to attend this early years setting?

This nursery is unique in that it only cares for babies up to their second birthday. At this point, young children move on to the host school's early years unit. Children appear happy and relaxed in this intimate nursery. The staff who care for them are attentive and know them well. For ones so young, children are kind and caring towards their peers. They tickle their friend's feet and help staff by putting on their friend's hats. Staff build children's self-esteem as they thank them for their kindness. Books form a large part of the children's day. They constantly bring books to staff to read to them. This contributes to children developing a love of books.

Children make independent choices during play. They demonstrate impressive physical skills when they climb and slide on the indoor soft-play equipment. Children experiment with different ways of coming down the slide. Babies and young children replicate staff's actions, such as making pretend cups of tea in the role-play kitchen. This demonstrates they are using their imagination and are learning through what they see others doing. Children delight in listening to the songs and rhymes the staff sing. They quickly recognise familiar songs and join in the actions of the rhymes. Children use the title words of songs as they ask for which one they want the staff to sing next.

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

• The provider has a strong commitment to ensuring children receive good-quality learning experiences. She works closely with her small staff team to ensure they feel positive about their roles. The provider recognises the importance of continual staff development and provides regular opportunities for staff to access online training. This helps strengthen staff's skills in areas of their practice with children.
• There is a strong curriculum focus on the areas of learning that are most important to very young children. For example, the provider is keen for them to develop their personal, social and emotional skills, such as developing attachments and becoming independent.
• Staff ensure children's communication and language are a strong focus in the nursery. Staff spend time talking to children as they play. They ask children simple questions about their home life. However, occasionally, staff ask questions and do not always give the children time to process the questions and respond.
• Staff ensure children get daily fresh air and exercise. Children enjoy walks around the vast, idyllic grounds of the host school. They look through the safety fence of the pond for the ducks. Staff explain that the pond is frozen and children cannot feed the ducks. This helps children to learn about nature while developing a healthy lifestyle.
• There is a strong emphasis on developing secure emotional bonds with children when they begin their placement. For example, babies are supported to feel safe and secure as they enjoy cuddles when they become tired. They fall asleep peacefully in the arms of staff.
• There are successful arrangements to support children when it is time for them to move to the next unit. From the beginning, children regularly walk past older children's rooms and greet the teachers. They often take walks in the grounds and meet up with older siblings, who attend the school. This means when the time comes to move on, they are eager to transition, and their emotional security is supported well.
• Staff promote children's independence well. Children develop self-care skills as they sit together during mealtimes and learn to feed themselves.
• Overall, parents are very happy with the nursery and the service it provides. Comments include, 'the patience and care the team offered our son is brilliant'. Most parents speak positively about the yellow communication book for sharing information. However, some parents report that this is not the most appropriate strategy for them to receive feedback on their children's care and learning.
• Despite children being so young, staff encourage them to develop an understanding of the effect of their behaviour on others. For example, staff talk to children about using 'kind hands' when they play with their peers.

What the setting must and should do next

The provider should:

• provide children with enough time to process their thoughts and ideas when responding to questions
• consider further strategies to communicate with parents so that all parents have more accessible information about their children's care and learning.