Busy Bunnies Day Nursery

What is it like to attend this early years setting?

Staff provide a warm and inviting environment which children are keen to explore. They build positive and supportive relationships so that children settle quickly and feel happy and secure. Children are encouraged to be independent, motivated and enthusiastic learners. They display good levels of engagement as they take part in a rich variety of activities and experiences. For example, younger children delight in role-play games with the dolls. They talk to staff about the 'poorly babies', using the resources to pretend to administer medicine and injections. They point to where the baby has a bump and place plasters on the dolls to make them better. Staff carefully model language to develop children's vocabulary.

Staff are positive role models and gently support children to share and take turns during play. Children show respect for one another. They demonstrate good manners at mealtimes, saying 'please' and 'thank you' as staff ask questions and pass around food bowls. Children benefit from regular opportunities to get fresh air and engage in physical play outside. This supports children's health and well-being. Staff consistently promote good hygiene routines so that children quickly learn the importance of handwashing and wiping their noses. Children proudly demonstrate how to brush their teeth and talk confidently about why they need to look after their teeth.

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

• The manager has worked hard to implement changes since the last inspection. She fully involves staff in decision-making. Together, they plan an exciting and ambitious curriculum that supports all children to make progress and reach their potential. Effective systems are in place to support and coach staff, which enables them to reflect on and develop their practice.
• Staff are responsive to children's interests, which helps children to sustain their engagement in activities. For example, during a role-play activity, older children start making slings to carry dolls on their backs and begin to balance bowls on their heads. Staff recognise that children are role playing a book they have recently enjoyed. They work with the children to extend the story further by encouraging them to sort, count and group wooden fruits.
• Children are encouraged to make their own choices and develop their independence skills. For example, when playing outside, children confidently indicate when they are ready to move on and which activity they would like to do. They freely explore the resources and materials provided. Children show delight when experimenting with scissors and glue. They clearly communicate their intentions and proudly show their creations to others. Staff promote children's positive self-esteem by giving them lots of praise and encouragement.
• Staff plan activities that build on children's previous learning and skills and introduce them to new experiences. For example, after listening to the story of 'The Tiger Who Came to Tea', children engage well in a discussion about the main events and characters. They are keen to practise their pouring skills, using a teapot. They use their sense of smell to describe the tea and exclaim with surprise, 'This tea smells like my toothpaste!' However, staff sometimes lack consistency in managing children's behaviour during group activities.
• Staff provide children with meaningful opportunities to broaden their awareness of the wider world. Planned outings enable children to gain an insight into different cultures and celebrations. For example, during a visit to Chinatown, children experience the sights and sounds of a large city, taste different foods, meet members of the local community and learn how to use chopsticks.
• Babies show delight as they handle musical instruments and bounce up and down during singing time. Staff are attentive to their needs and encourage babies to make their own choices. However, when babies occasionally lose interest in group activities, staff do not always follow their lead or support them to re-engage with the group when they are ready.
• Staff establish effective partnerships with parents. Parents say that staff help to prepare children well for school. They receive regular information about children's care and learning. Staff share ideas and provide a wealth of activities that parents can try at home to support their child's learning. This helps to improve outcomes for children.

What the setting must and should do next

The provider should:

• support staff to implement consistent strategies to help children to regulate their behaviour and emotions
• develop the organisation of group activities in the baby room to ensure that all children are well supported and able to gain the most from the activities provided.