Blue Iris Day Nursery

What is it like to attend this early years setting?

Children are happy and content at the nursery. They learn to keep safe. For example, they understand and remind each other to have 'walking feet' instead of 'running feet' indoors. Children show a good level of independence throughout the day. For example, they know when it is time to wash their hands and they proudly do so by themselves. Children naturally develop an understanding of good hygiene practices. They are active and truly enjoy a range of activities outdoors. Children test their physical abilities, including on scooters and balancing beams.

Children have positive attitudes towards learning because staff have high expectations of them. Staff encourage children to follow the nursery routines and participate in group activities. Children show a good level of concentration when completing tasks and activities. They confidently express their needs and hold discussions with their friends and staff. This shows children develop good communication and language skills. Children with special educational needs and/or disabilities and those who are learning English as an additional language receive the right level of support to develop skills for the next stage in learning. All children make good progress considering their starting points. They understand the need to interact with their friends positively and learn to behave well.

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

• The provider, who is also the manager, has worked hard to meet the actions set at the last inspection. She recruited a new staff team, including the deputy manager, and together they made necessary changes to benefit children.
• The manager follows safer recruitment procedures to ensure only suitable staff work with children. All staff have sufficient understanding and use of English to ensure children develop good language skills and to protect children's welfare.
• All staff know children well and plan for their learning successfully. They carry out regular assessments of children's learning and share these with parents. Staff regularly communicate with parents about children's care and learning. This helps to provide consistency in their development.
• The manager and staff are skilled enough to identify when children's progress is less than expected. They adapt the curriculum effectively to meet individual children's needs. The manager and staff work collaboratively with other professionals to help children make progress in their learning and development.
• Staff model language well. They hold meaningful conversations with children and introduce new vocabulary to build on children's communication and language development. Children of all abilities have opportunities to hear and develop new language.
• Staff are skilled and set up activities based on children's interests to build on their learning. Children learn to count in sequence during play. In addition, they match the range of objects to shapes they see in the environment. For example, they recognise that a slice of bloomer bread looks oval in shape.
• Children perform tasks and activities that help them develop small-muscle movements. For example, staff encourage children to open and close their containers during mealtimes. In addition, children enjoy making marks with chalks as they play outside.
• Children learn how to keep safe during hot weather. They drink lots of water to stay hydrated and put their sun hats on without any reminder.
• Staff use many keywords in children's home languages as they play, to support their understanding and help them develop good communication skills in English.
• The manager and staff listen to children's voices. For example, they seek their views and follow their choices in preparation for the end-of-term party. Children show excitement and happily name what they wish to have at the party, including a cake, music and balloons.
• Children enjoy learning and exploration. For example, they measure ingredients and make their own play dough. However, occasionally staff do not provide sufficient time for children to explore activities to their satisfaction, before moving on to the next activity.
• Staff teach children how to be kind and caring towards one another and respect each other's differences. They remind them to share with their friends. However, there are occasions, for example during planned activities, when staff are not clear about what they expect from children. As a result, children throw resources around or leave the activity sooner than anticipated.

What the setting must and should do next

The provider should:

• review and improve the current organisation of routines to maximise children's learning
• adopt a consistent approach and guidance to children during planned activities to help them understand what is expected of them.