Blossoms Day Nursery

What is it like to attend this early years setting?

Children are very happy in this highly child-focused, nurturing setting. Staff get to know children and their families well. They use their understanding of children to plan learning opportunities that capture children's interests. For example, they arrange chairs to create a pretend aeroplane. Staff play a recording of a pre-flight safety announcement as children pretend to fasten their seat belts. This helps to prepare some children for their upcoming holiday. It allows other children to recall their recent experiences. Consequently, children are deeply engaged in their play. They make good progress in all areas of their learning and development.

Staff teach children how to keep themselves safe. The children's council appoints children to act as 'Health and Safety monitors'. They help to assess risks in the setting. They remind their friends how to keep safe when cutting fruit. For example, telling them they must always sit at the table when using a knife. This helps to develop children's self-esteem and independence.

Leaders are committed to supporting staff well-being. Staff say they are happy at the setting and leaders help to ensure their workload is not excessive. Leaders observe staff's practice. They provide training and support that raises the quality of care and education provided. Leaders ask parents for their views of the setting. They act on suggestions for improvements. For example, developing the communication application to allow two-way discussion between parents and staff. Relationships between children, staff and parents are warm and respectful. As a result, children feel safe and secure at the setting.

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

• Leaders have a clear vision for what they want children to learn and be able to do. The educational programmes are carefully planned. This means that all children, including those with special educational needs and/or disabilities, make good developmental progress. Staff work closely with parents, and other professionals, to put in place targeted support where necessary. The setting helps to prepare children for their transition to school. For example, they provide school uniforms, from the schools they will attend, for children to use in their play. This helps children to be ready for their next stage of education.
• Children and parents meet their key person before they start at the setting. This means their key person can support them as they settle in. Babies look to staff for reassurance. Staff offer warm, settled relationships, giving babies the confidence they need to explore their environment. Older children confidently approach and talk to their friends and adults. They talk about their experiences, such as going on holiday. As a result, children develop good relationships with others. They have a positive sense of themselves and what makes them unique.
• Staff have high expectations of children's behaviour. They remind them of the rules. For example, that they must share and take turns. As a result, children's behaviour is good, and they are ready to learn.
• Children make good progress in their communication and language skills. Staff engage in high-quality interactions with children. They introduce new words as children play. For example, as babies post toy animals into a box, staff ask if they would like 'more'. They use signs to support babies' understanding. They name the animals, 'zebra' and 'sheep'. Babies smile brightly in response. Older children explore fruits and vegetables during play. They push a wooden spoon into a cucumber. When children say the cucumber is 'melting', staff help them to understand why the juice is coming out. Children exclaim, 'I'm making juice.' They are learning about the world around them and developing their critical thinking skills.
• Staff support children to develop their independence. Babies explore cups and spoons in their play. They learn how to hold the spoon and bring it to their mouth. Older children are taught how to wash their hands. They use serving spoons to scoop food onto their plates. Some toddlers are sometimes overwhelmed during busy mealtimes.
• Leaders spend time observing staff's practice. They provide them with feedback, training and support, which helps to continually improve the quality of care and education provided. Leaders are passionate about providing high-quality support to children and their families. They provide a range of opportunities for families to support children's learning at home. For example, providing a library of books and activities that can be taken home. Staff record video clips of them reading bedtime stories. This shows how stories can be read in an interesting, engaging way. As a result, children are developing a love of reading.

What the setting must and should do next

The provider should:

• build on existing good teaching practices to further support children's development during mealtimes in the toddler room.