Bluebells Day Nursery

What is it like to attend this early years setting?

Babies and two-year-olds settle extremely easily and quickly become part of the nursery 'family'. They develop very strong relationships with the caring and attentive staff and benefit greatly from this loving and nurturing environment. For example, babies start their day in their own cosy and sensory spaces. They snuggle onto cushions to share their favourite books with staff, feeling the textures and listening to new sounds. Two-year-olds feed themselves with a healthy breakfast, such as porridge, before finding their friends. They consistently demonstrate excellent social skills and are kind and caring with one another. Two-year-olds play gently with babies when they mix together in the garden and happily include them in all their games.

The calm atmosphere allows babies and two-year-olds time to choose from the inviting, flexible resources. They are highly motivated, use their own ideas and explore and investigate in imaginative ways. Babies and two-year-olds are consistently encouraged to think and solve their own problems. They persevere at new tasks and learn to celebrate their achievements. Babies clap their hands and giggle with excitement as they play. Two-year-olds are proud to be a 'superstar' when they try hard or behave appropriately. This helps to support their growing self-esteem exceptionally well.

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

• Staff are extremely successful in supporting babies and two-year-olds to develop positive attitudes to learning and strong independence skills. Two-year-olds organise their play, confidently making choices from the carefully sequenced learning activities. They learn to make their own decisions, such as whether they need a bib at lunchtime or a coat in the garden.
• Babies and two-year-olds use all of their senses as they play and learn. For example, babies smell lavender that tickles their noses. They learn to try different foods as they feel wet couscous and explore textures with their mouths. Two-year-olds thoroughly enjoy the feel of water as they scoop it from a tray to make 'rain'. They splash in the resulting puddles. Staff extend learning as they support them to carefully observe their wet footprints on the dry patio.
• The manager and staff use outdoor activities as an integral part of learning and development. Babies and two-year-olds are very active and develop good physical skills. For example, they confidently climb, throw and catch or use tools to dig in the garden. They learn about the natural world as they hunt for acorns, watch the nearby cows and grow vegetables for lunch.
• Overall, staff support babies' and two-year-olds' early language development well. They include singing and stories throughout the day and in all areas of the nursery. For example, staff sing to let two-year-olds know it is time for a change in routine. Staff use exciting activities to encourage lots of conversation. They narrate play and ask questions to help children think about their feelings and behaviour. However, at times, staff speak too quickly to babies and use overly long sentences. This makes it difficult for babies to consistently hear and process the words they need to extend their language further.
• The manager and staff get to know the children and families particularly well. Parents speak very highly of the 'professional' staff. There is a two-way sharing of information that greatly enhances learning and development. For instance, staff follow babies' sleep routines and breast-feeding mothers are accommodated. Parents are encouraged to share in regular nursery events, such as 'stay-and-play sessions', to help them support their child's development.
• The manager is knowledgeable and inspirational. In all the decisions that she makes, the focus is on children's development and welfare. For example, the nursery now uses recycled and real resources that give a wider range of learning opportunities. The manager continually evaluates and reflects with staff, encouraging good practice and building staff confidence. Staff, several of whom are new to their role, are provided with targeted training to build their skills and knowledge further. They describe the excellent support they receive and their well-being is high.

What the setting must and should do next

The provider should:

• enhance staff's understanding of how to fully support babies' emerging speech.