Blue Pear Day Nursery

What is it like to attend this early years setting?

Children arrive happy to attend nursery. They say goodbye to their parents at the door and the friendly staff warmly greet them. Children of all ages settle quickly into the safe and welcoming environment. They build strong attachments with their key person who is attentive to their needs and knows each child extremely well. For example, young babies confidently explore the environment, they enjoy cuddles and receive reassurance when needed. When babies are hungry or tired, staff respond promptly.

Children demonstrate a positive attitude to learning. They enthusiastically investigate different activities, which increases their confidence to try new things. Pre-school children experiment mixing paint and foam to create fireworks. Toddlers use their imaginations to travel on a make-believe bus together and babies enjoy playing with puppets. Children learn to sing 'hello' in different languages and learn about other cultures. They celebrate different festivals and develop an understanding of what makes them unique. Children understand how to keep themselves safe. They stop, look and listen as they wait to cross the road and know they need to hold an adult's hand. Children know to walk indoors and to tidy away their toys, so not to trip over. They share equipment and wait for their turn. Children behave extremely well.

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

• The managers plan a well-designed curriculum that staff implement. Staff use observations and assessments to monitor children's development. They identify any gaps in learning and address them quickly. All children, including those who require extra help and those in receipt of additional funding, make good progress from their starting points.
• Parents speak very highly of the nursery. They recognise and appreciate the good progress their children make, especially with their language skills. Parents value the excellent communication. Staff share children's routines, developmental progress and next steps. They provide learning packs and books to support children's ongoing learning at home.
• Children are well prepared for their next stage of learning and later move to school. Throughout their time in nursery, staff support children's independence. They learn to manage their personal hygiene, tidy away and put on their coats and shoes.
• Children develop a good understanding of mathematical concepts during play. For example, staff sing number rhymes with babies and toddlers count and sort shells and corks into groups. Older children use scales to learn about heavy and light and sort by colour.
• The managers are enthusiastic about providing high-quality care and education.
• They have high expectations for all children's achievements. Staff feel managers support them well. They receive regular supervision and have training opportunities to help increase their knowledge and skill further.
• Staff prioritise children's communication and early literacy. They ask children meaningful questions and engage them in conversations. Staff introduce new vocabulary and help children to increase the number of words they use in a sentence. Children enjoy sharing stories and singing. Some older children recognise the letters and sounds in their names, and staff support them to write their names.
• Staff plan good opportunities for children to develop their physical skills. They have daily trips to the park and weekly sessions with a sports coach. Older children skilfully roll hoops and move between cones. Toddlers thoroughly enjoy jumping in puddles and kicking leaves. Babies crawl to explore the environment and move their bodies to music.
• Staff have a caring and supportive relationship with children. They act as positive role models and give praise and encouragement. Children follow the rules and understand what behaviour staff expect. They use good manners and listen well. However, staff do not always use opportunities to support children to learn about their own feelings and those of others.
• The managers regularly evaluate practice and strive to make further improvements. They keep parents updated with newsletters about changes and events. Parents' views are considered when children move between rooms. However, recently, the managers have not consulted parents about future developments to the overall running of the setting.

What the setting must and should do next

The provider should:

• build on children's awareness of their feelings, and those of others, to help them to describe and manage their emotions
• consult with parents when planning changes for future improvements to the nursery.