Buds To Blossoms Day Nursery

What is it like to attend this early years setting?

Children are happy and confident at the setting. Practitioners support this by greeting them warmly on arrival. This ensures that all children feel welcomed. Children eagerly and independently self-select the activity that they would like to join in with. Practitioners are engaging and interactive. They smile and laugh as they share experiences. Children and practitioners happily engage in a variety of different learning opportunities together. For example, they spend time mark making on large rolls of paper, cutting a selection of different fruits and vegetables and playing in the sand tray.

Practitioners provide positive learning experiences. This supports children to make progress within all areas of their development. Children show that they are passionate about learning. They spend extended periods of time engaging in the opportunities that are available to them. If needed, practitioners will prompt children to remain focused. They do this by using children's names to regain their attention. This supports all children to participate in a selection of activities. Practitioners encourage children to take time to rest and reflect. For example, practitioners suggest children take some deep breaths and relax after the busy morning period and reflect on the sounds that they can hear. Practitioners encourage kindness and praise children when they independently share with others.

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

• Children developing their independent skills is a focus at the setting. The manager is passionate about preparing children for the next stage of their educational journey. Practitioners offer plenty of opportunities for children to develop these skills. For example, children take turns to pick a coloured mat during circle time. Children navigate mealtimes with very little adult help. They open lunch bags by themselves and pour their own drinks.
• Practitioners encourage children to take an active role in cleaning up the environment. Children help to clear up the sand that spills on the floor. They also wash the walls after painting. Children enjoy the responsibility of keeping the environment clean. This teaches them to respect and care for their surroundings.
• Mealtimes are a social experience for children. Practitioners speak to children about the different fruits that they are eating. They explain how this gives them energy to help them run and play. Children engage well and explain how energy helps them to grow. This helps children to understand healthy practices.
• Children have plenty of opportunities to develop their physical skills. In the garden they enjoy throwing hoops over cones. This helps with their hand/eye coordination. Staff extend this activity for children by adding bean bags. Children also play with bats and balls and on the bikes and slide.
• Children have opportunities to recall past experiences. They spend time exploring the pretend animals. Practitioners talk to children about the butterflies that they recently had at the setting. They spend time speaking about how the butterflies use their wings to fly. This helps children to develop their recall skills and embed their learning about the natural world around them.
• Overall, communication development is good within the setting. Practitioners spend time conversing with children about different topics. However, on some occasions communication is not extended. This does not always allow for conversations to be developed and explored.
• Children show a keen interest in mark making. They spend long periods of time drawing different images. This develops their creative skills.
• The manager is reflective, she evaluates the setting and reflects upon practice effectively. She has a good understanding of the setting's strengths, as well as areas which she would like to improve upon. The manager will source appropriate training opportunities to further improve practice. Practitioners express how they feel supported within their roles.
• The setting is inclusive to all children. Staff support children with special educational needs and/or disabilities by creating individual targets. Practitioners work with children towards these targets to ensure that all children develop to their full potential. The setting is in receipt of additional funding. They have used this to provide opportunities which support individual children.
• Parents express positive views of the setting. They share that their children are happy. Parents are happy with the flexible approach that the setting has with regards to ensuring children feel settled.

What the setting must and should do next

The provider should:

• further develop teaching approaches, to extend and develop communication to an even higher level.