Blue Skies Private Day Nursery

What is it like to attend this early years setting?

The manager and staff know that children learn best when they feel safe and secure. Children's laughter and conversations echo throughout the nursery. Staff are kind and place children at the centre of everything they do. Babies seek out staff for reassurances when they feel unsettled. Staff are nurturing and give babies the comfort they need. As a result, babies settle quickly. Exciting learning opportunities ignite children's interest and thirst for learning. For example, children learn about farm animals from real hands-on experiences. They enjoy caring for the lambs and talking to the farmer. This helps children to gain a greater insight into the world around them.

Staff have high expectations for children's behaviour. They use effective methods to praise and reward children. This helps children to learn positive behaviours, such as sharing and taking turns. Furthermore, children demonstrate positive attitudes to learning. Staff support children to understand their own feelings and emotions. As a result, children are confident and have a sense of pride in their achievements.

Songs and rhymes are a constant throughout the nursery. Staff and children spontaneously burst into songs. For example, when children are washing their pretend babies, staff sing 'wash, wash, wash your face'. This provides great opportunities for children to develop their speaking skills as they join in with songs. Children learn to be independent. Babies learn to feed themselves with a spoon. Older children help to set the table and learn to serve themselves. This supports children's confidence and self-esteem.

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

• The manager and staff have worked together to revitalise the curriculum. The new curriculum is carefully sequenced and enables staff to plan an exciting range of learning opportunities around children's interests. As a result, children are actively engaged in their learning and make good progress.
• The manager and staff recognise the importance of children attending the nursery on a regular basis. They work in partnership with parents to ensure that children are regular attenders. However, on a small number of occasions, staff do not fully consider how to support children who are absent for long periods of time. This means that some children do not receive their full education entitlement.
• The manager has made significant improvements since the previous inspection. She strives to make further improvements and has a clear development plan for the nursery. For example, she has plans to develop the outdoor play area to enhance the outdoor curriculum for children. All staff attend regular training, which has contributed to the improvements at the nursery. The manager also supports them to gain higher qualifications and has effective systems to supervise staff. However, there is little support provided for the manager to help ensure that she maintains the good-quality provision for children.
• There is a strong focus on supporting children's communication and language development. Staff are skilled communicators who engage in meaningful discussions with children. For example, staff ask children pertinent questions about the process for planting broad beans. This provides opportunities for children to use new words, such as 'compost', 'trowel' and 'scoop'. Overall, children become confident communicators.
• Children relish the opportunities to re-enact stories. Toddlers are enthralled as they wade through the water and giggle in delight as they throw the flour in the air to represent a snowstorm. They repeat the narrative, 'We're Going on a Bear Hunt', as they move through the story. These lively activities have a positive impact on children's early literacy.
• Mathematics is firmly embedded and is carefully woven into all activities. Children count with confidence and understand that zero has a place value. Younger children learn about numbers through songs, such as 'Five Little Monkeys'. Children also develop an understanding of mathematical concepts, such as 'short' and 'long'. They competently match and sort the plates and cutlery as they set the table for meals. Consequently, children develop positive attitudes towards early mathematics.
• Support for children with special educational needs and/or disabilities (SEND) is effective. Staff work harmoniously with parents and professionals to monitor and assess children's progress. They make swift referrals to other agencies when they identify gaps in children's learning. Verbal and visual aids, such as pictures, help children to make choices and have a voice. These well-timed interventions help children make steady and sustained progress.

What the setting must and should do next

The provider should:

• tighten the support for the manager to help sustain and maintain the improvements across the nursery
• strengthen the systems to ensure that children receive their full educational entitlement.