Bizzkidz Liverpool

What is it like to attend this early years setting?

Children arrive at the nursery happy and excited to greet staff and their friends. They demonstrate their developing independence as they hang up their coats. Children quickly settle and engage with different activities in their room. Staff take time to get to know children well and develop effective partnerships with parents and carers. They are patient, kind and caring. Children form close attachments to staff.

Robust settling-in sessions help new children to adjust to the nursery environment and settle with ease. Younger children enjoy lots of hugs and cuddles that help them to feel safe and secure. Staff are positive role models. They promote kind and positive behaviours they expect children to demonstrate. In turn, children behave well. They learn how to share and take turns as they happily play alongside their friends.

Staff have high expectations, and they support all children extremely well. They carefully plan a curriculum that considers each child's individual next steps in learning. Staff provide a range of exciting opportunities for children to engage in physical activities inside and outdoors. Younger children develop their core strength on the climbing blocks while older children enjoy running safely around the garden.

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

• Staff support all children's language development. They ensure that children's communication development is checked regularly, enabling staff to identify early signs of delay. The nursery works in partnership with a range of professionals, and staff share children's individual learning plans with colleagues. This helps everyone to work together to support and measure the progress of all children.
• Children start to develop a love of books from a young age. Babies sit independently turning the pages in books and pointing to pictures. Staff talk to them about what they see as babies excitedly lift the flaps to see which animal is underneath. Staff capture older children's listening and attention skills immediately as they read 'Superworm' with excitement. As a result, children begin to develop their early literacy skills.
• Staff have a good knowledge of their key children. They plan activities to support their learning and development. However, when delivering planned activities, staff focus primarily on children's next steps in communication and language. This means they do not focus precisely on other areas of learning. As a result, staff do not consistently extend children's knowledge across all areas of learning.
• Staff support children's health and well-being very well. For example, staff have recently completed safer sleep training. The arrangements for children who are sleeping are safe and effective. This allows babies and toddlers get the rest they need. Nutritious meals are prepared on site, and staff carefully implement children's dietary requirements. Children develop healthy lifestyles.
• Children are confident, and they manage their self-care independently. They know to wash their hands before eating and after using the toilet. Babies learn to use a spoon to feed themselves, while older children confidently pour their own drinks at mealtimes. This enables children to become increasingly independent in their self-care needs.
• Staff support children's creative thinking well. Children enjoy making music as they experiment with sound as they crash and bang pots on the 'music wall'. They laugh as they listen to the loud sounds they create. Children develop a positive attitude to their learning.
• Parents praise the caring and patient staff, who take time to get to know children and their individual personalities. They report that they receive daily feedback about their children's day. However, staff do not make sure that all parents know what staff are currently focusing on with their child's development so that they can continue to support their children's learning at home.
• Staff talk positively about the support they receive from managers. There are systems in place for leaders and staff to identify individual training needs. For example, staff have recently completed training on how to support children with special educational needs and/or disabilities. This has supported staff to be more consistent in their approach so that children know what is expected of them.

What the setting must and should do next

The provider should:

• take account of the skills children need to learn next more precisely across all areas of learning during planned activities
• inform parents about their children's current learning needs so that they can fully support their children's learning at home.