Blue Sky Day Nursery Pocklington

What is it like to attend this early years setting?

Children demonstrate that they are happy at this warm and welcoming nursery. They confidently leave their parents and quickly settle into the nursery routine. Children form warm, close relationships with the responsive and nurturing staff, and seek comfort and reassurance when needed. This helps children to feel safe and secure. Children benefit from a range of opportunities in the local community that teach them about the wider world. For example, they visit the shops to buy things for the nursery and to the library to share stories.

Children play well together and readily share toys and take turns. They have a positive attitude to learning and enjoy the stimulating experiences that staff provide. Children become independent learners, developing skills for life. For example, in the baby room, children learn to feed themselves from an early age. They continue to develop these skills as they move on to each stage in the nursery. Children develop their coordination and balance during physical play. For example, toddlers and pre-school children carefully walk along the balance beams. They learn that when they hold their arms outstretched it helps them to stay focused and steady.

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

• The manager and staff have a good overview of the curriculum. There are effective systems for monitoring children's progress. Any gaps in children's learning are identified early. There is good, individualised support in place for children with special educational needs and/or disabilities. Staff work in partnership with other providers and professionals to share information about children's development to help them make good progress.
• Children show that they understand routines. They know that before snack time, they gather on the carpet for group time. Staff use this time to support children to recognise their own name, read stories and encourage them to join in with the words and actions to songs. However, staff do not adapt their teaching to maintain children's listening and attention during group activities. As a result, some children become distracted and do not remain engaged.
• The manager and staff support children's developing communication and language skills well. They introduce new words as children play, which helps to build on children's vocabulary and understanding. They give children time to think and respond to questions. Babies enjoy moving their bodies as staff sing nursery rhymes. Pre-school children and some toddlers are keen to ask questions.
• Partnerships with parents are good. Staff take time to get to know children and their parents and build strong and trusting relationships. They consider children's interests and prior learning when planning activities. Parents comment on how happy their children are attending the setting. They value the daily feedback during handovers. They also appreciate how staff regularly provide updates on their children's progress and level of development. Parents are confident that their children feel happy and safe.
• Children benefit from regular fresh air and daily exercise. However, staff do not consistently plan purposeful outdoor activities to extend learning as well as possible for those children who prefer to play outside.
• Children enjoy mealtimes, which are social events. Staff promote and encourage healthy eating and support children to develop their independence. For instance, they help young children to make food choices and with tasks such as carrying their plates to the table. Staff are aware of children's dietary needs and preferences.
• Staff use some mathematical language, such as 'big', 'small' and 'fast', as children roll cars down drainpipes. However, they do not make frequent use of numbers or counting during children's play to extend their early mathematical skills fully.
• Staff speak positively about their role. The manager promotes staff's well-being through her open-door policy. New staff receive a thorough induction, ensuring that they are well equipped to complete their role to their full potential. Staff who are completing their qualifications comment on how the manager and their colleagues support them well during their training.

What the setting must and should do next

The provider should:

• adapt teaching within group activities to consistently support children's listening and attention skills
• place a sharper focus on planning purposeful outdoor activities to better support those children who prefer to play and learn outside
• support children to develop their early mathematical skills and knowledge, paying particular attention to counting skills and using numbers.