Bobtails Full Day Care

What is it like to attend this early years setting?

The curriculum is effective and ambitious for all children. Children are guided by staff to develop their independence skills from the moment they walk into the nursery. Staff cheerfully greet every child as they enter and hang up their coat and bag. At snack times, toddlers confidently use tongs to choose which fruit and vegetables they want to eat. Afterwards, older children put their lunch boxes away in the fridge and children of all ages clear away their lunch and put the crockery in the washing bowl. Children are secure and happy. They have strong relationships with staff. Staff listen to children and respect their opinions, giving them choices. For example, during routine nappy changes, staff ask children who are occupied if they would like to come for a nappy change then or to wait until they have finished their activity.

Staff role model positive behaviours to support children to develop respectful relationships with others. Children are kind to each other and develop strong friendships. Pre-school-age children play with toddlers in a role-play game. They develop their imagination and social skills as staff support them to sell pretend ice creams to each other. Children develop mathematics skills as they use pretend money to buy the ice creams.

Children of all ages make good progress in their learning and development, including those with special educational needs and/or disabilities (SEND). Outdoors, staff provide children with lots of opportunities to develop their physical skills. Children of all ages are curious and enjoy climbing stairs and going down a slide. They run, developing cardiovascular and core strength. Younger children enjoy drawing, extending their creative skills.

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

• The curriculum has a strong focus on outdoor learning and books. All areas of the curriculum extend to the outdoor area. For example, children enjoy exploring an activity with a 'crumble of oats and hidden items'. This links to the book children listened to in the morning group time. Staff plan activities that guide children to make connections and remember what they have learned before. In group times, children sit and listen with concentration. They confidently join in with the parts of the book they know, further extending their recall skills. Staff have created a book lending library and also a quiet reading area outdoors, the 'Book Nook'. Children develop a love of reading and books.
• Those with a lead for special educational needs are knowledgeable in their role. Staff are effectively guided to support children with SEND. Parents of children with SEND report that they feel supported by staff who offer guidance on the best ways to support their child. Links with relevant professional agencies are strong.
• Staff help children to develop healthy food habits. Children enjoy a hot lunch, prepared by the primary school next door, or parents provide packed lunches. Staff guide parents to provide healthy options. All children enjoy eating healthy meals which include foods such as lean meats, fruit and vegetables. Staff support children's dental hygiene with a daily toothbrushing routine.
• Managers have created a caring and supportive working environment. Staff enjoy working at the nursery and staff retention is good. Managers recognise when workloads become too difficult. They make suitable adjustments and delegate tasks. Managers ensure that staff continually develop their professional abilities, such as through staff meetings and a wide range of training opportunities. Staff have undertaken training on outdoor learning and used their knowledge to enhance the outdoor learning area in the nursery.
• Staff hold lots of conversations with children. Children engage with others to explain what they know and can do. However, staff sometimes answer the questions they have asked children and do not extend the conversations further to guide children to build their communication skills and vocabulary more.
• Managers have created a curriculum which is effective for all ages. It is well implemented by staff, and children are prepared for the next stage of learning. Staff guide children to explore nature. For example, pre-school-age children enjoy a leaf-rubbing activity. Younger children listen to staff read a book about woodland animals. These activities support children to develop their knowledge of the world. However, the curriculum does not enable staff to support children to explore other cultures and religions, similarities and differences as well as it could.

What the setting must and should do next

The provider should:

• extend opportunities to support children to understand and celebrate similarities and differences and to learn more about the different religions and cultures
• develop staff interactions with children, to build children's vocabulary even more and support children's language and communication skills further.