Bizzie Kidz Nursery Limited

What is it like to attend this early years setting?

Children arrive at the nursery happy and content. They are confident to leave their parents, smiling and waving as they enter the nursery. Children are well cared for by the friendly, warm and attentive staff. Staff support children to develop secure bonds with their key person. This helps children to feel safe and secure. All children confidently move around the environment and select from a range of resources that capture their interest. For example, younger babies benefit from the use of low-level furniture which provides support as they pull themselves to standing.

Overall, children behave well. Staff have identified some children need help to regulate their emotions and behaviours. They have put interventions in place to support this, such as a calm and quiet area for children to relax when appropriate. The nursery staff are attentive to children's care needs. They support older children to use the bathroom independently. Younger children and babies are cooperative when lying on the nappy changing unit, as staff comfort them while softly singing. Children benefit from quiet rest periods. This contributes to the personal, social and emotional development of babies and children.

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

• Parents' written comments show they are happy with the care provided by the nursery. Parents describe the setting as 'part of an extended family'. They comment that their children are happy in the 'safe and caring environment'.
• Staff know children's individual personalities well. They observe children and develop activities from their interests. For example, younger children who enjoy sensory play show delight as they run 'sticky mud' through their hands. However, not all staff plan and sequence children's learning to build on what they already know to the highest level.
• The curriculum for children's physical development is strong. Outdoors, children independently access a climbing wall. They develop their coordination and strengthen their hands as they use tweezers to put items into bowls. In addition, the nursery provides regular football classes from an external agency. Opportunities such as these support children to prepare for their next stage of learning.
• The nursery has a large cohort of children who speak English as an additional language. Many of the nursery staff speak dual languages and communicate effectively with the children. This supports children to feel safe and secure in the nursery environment. Furthermore, this enables staff to communicate with parents and wider family members with ease.
• The nursery has implemented a routine to help children feel settled. Older children take part in toothbrushing and circle time before their lunch. However, on occasions, when moving in between activities, staff do not always communicate their expectations with children. This leads to children becoming distracted and disengaged.
• The experienced nursery manager is a good role model and, overall, provides staff with opportunities to develop their practice. Staff have access to a range of training courses through the nursery's online training provider. The manager discusses with staff which training will benefit them during regular supervisions. These opportunities support staff to continually build on their own professional development.
• Staff promote children's communication and language development well. Children join in with songs, listen to stories and engage in conversations with their peers and the staff. The nursery manager has introduced a screening tool to assess children's communication and language skills throughout their time at the setting. This helps staff to swiftly identify any emerging needs and provide intervention at the earliest opportunity.
• The manager and staff work well with other agencies. They meet regularly with their local authority quality officer to discuss their self-evaluation. This supports the manager and staff to identify any areas for development and put actions into place to support these.

What the setting must and should do next

The provider should:

• support staff to consistently plan next steps for children's learning to strengthen the quality of education further
• communicate effectively with children when moving between activities so children are aware of what is expected of them.