Bubbly Nursery Ltd

What is it like to attend this early years setting?

Staff have created an inviting and safe space for children. Children arrive happy, smiling widely and bouncing with excitement. Staff greet children with warmth and enthusiasm. Children happily separate from their parents and carers, and run off to see what opportunities await them as part of the setting's ambitious curriculum. Children's behaviour is good. They understand the rules and boundaries of the setting, discussing these together at the start of the day. Staff remind children to use good manners, prompting them to say 'please' and 'thank you'. Children begin to learn to share with others with support from staff, who facilitate their play.

Staff have high expectations of children and support them to develop independence in their own self-care. They encourage children to wipe their own noses and put the tissues in the bin. Children use the bathroom and wash their hands independently. They begin to scrape their own plates after lunch when they have finished. The support for children with special educational needs and/or disabilities (SEND) is good. Staff discuss the impact recent training on neurodivergence has had on their planning and interactions with children. They are confident to discuss the different ways they adapt activities to ensure that they can meet the meets of all children and help them to achieve the very best start in life.

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

• Staff know children well. They confidently discuss children's starting points in development, their interests and the progress they make. Staff continue to build on what it is children need to know next by extending their learning. Parents report that older siblings who have already left for school were well prepared and ready for the next stage of their learning.
• The curriculum for communication and language is a strength. Staff have recognised that many children require support with their communication and language development and have therefore have focused on providing children with an environment filled with language. Staff have signed up to a recognised programme aimed at bridging the gaps in children's communication and language.
• The setting has a clear routine in place that helps children to feel safe and secure. Children know what is happening now and next. However, sometimes the routine can be too structured. This means that when children are engaged and focused in their play, they do not always have the opportunity to finish what they are doing before staff ask them to move on to something else.
• Staff engage in high-quality interactions with children. They get down to children's level and engage with them in their play experiences. Staff model language, listen to children's ideas and offer lots of praise and encouragement. Children develop confidence and high self-esteem. They use the microphone and happily sing Christmas carols along with the karaoke machine. Children glow with pride as staff and their peers cheer and clap when they have finished.
• Staff provide children with a range of activities that promote their interests and form part of their next steps in development. Children are engaged and focused on these activities and show sustained levels of concentration. However, sometimes, as staff engage with children, they can be too quick to problem-solve for children. They provide answers or suggestions before children have had the opportunity to work it out independently through trial and error.
• Staff support children to develop healthy lifestyles. They provide a range of fruit to try at snack time, giving children the choice to choose what they would like from a bowl of oranges, apples, pears and bananas. Children enjoy freshly prepared meals daily. They heartily tuck into portions of spaghetti bolognese and ask for seconds when they are finished.
• Partnership with parents is good. Parents speak highly of the setting. They value the level of communication they receive and feel fully informed of who their child's key person is and what next steps they have in place. Parents appreciate the advice and guidance they receive from staff as they approach new milestones with their children, such as potty training.
• Staff feel well supported within the setting. They work collaboratively to provide advice and feedback to each other. Staff receive regular supervisions sessions and appraisals where they can discuss their own professional development and training needs.

What the setting must and should do next

The provider should:

• consider how routines are organised to ensure that children have enough time to develop and expand their ideas before being moved on to something else
• provide children with opportunities to problem-solve independently before stepping in to provide support to develop their resilience for later learning.