Cats Whiskers Day Nursery

What is it like to attend this early years setting?

Children receive a warm, nurturing and friendly welcome when they arrive. They respond positively to staff and learn in a fun and safe place. Children have a positive attitude to learning and are eager to join in the activities planned for them. For example, older children watch with curiosity as they pour water onto food colouring and see the changes occur. They notice the changing colours and experiment further by adding different quantities of water. Toddlers develop large-muscle control and coordination as they use push-along toys and musical instruments.

Children have formed secure emotional attachments with all staff. Children are happy and busy throughout the day. They grow in confidence as they access the well-resourced environment, indoors and outdoors. Children move freely around the rooms to explore and develop their own ideas. They develop close friendships with others.

Due to the COVID-19 pandemic, parents are unable to enter the nursery building. Staff use their outdoor space to provide verbal feedback to parents while maintaining social distancing guidelines. They also use electronic communications with parents to discuss their children's progress further and how to support their learning at home.

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

• The manager has a good knowledge and understanding of what she wants children to learn and achieve. She plans a varied curriculum, to build on what children know and can already do. The manager coaches and supports staff to provide children with a stimulating learning environment, indoors and outdoors. However, on occasions, staff do not follow through planned activities well enough to ensure that the learning intention is fully fulfilled.
• The special educational needs coordinators work well in partnership with parents, other agencies and staff to reduce any gaps in children's development. They quickly respond to any developmental concerns. Children with special educational needs and/or disabilities are fully included in all activities.
• The management team audit the use of additional funding and check that it is making the intended difference for children. As a result, children in receipt of this benefit from resources and experiences, such as music sessions, that support them to be ready for the next stage in their learning.
• Staff acknowledge when children are struggling to manage their emotions. They respond swiftly to situations where children need help with their behaviour. This successfully encourages children to return to their play. Staff role model the behaviour they expect from children and speak to each other with manners and respect. They provide praise and encouragement and help children to make positive choices as they play.
• Staff encourage children's independence. They support children to look after their belongings and manage their own self-care needs effectively. However, the organisation of routine events, such as snack time, interrupts some children's learning.
• The manager is working on plans to improve parents' involvement in children's learning and development. This will enable staff to regularly share children's developmental progress and next steps with parents. There will also be opportunities for parents to borrow books to read to their children at home. Parents state that their children are happy and settled at the nursery. They say that the staff are 'kind, caring and professional' and regard the setting as a 'home from home' environment.
• The manager maintains regular supervision of staff and monitors their practice. She recognises the impact of COVID-19 on her team and places a high importance on children and staff well-being. Staff comment that they enjoy working at the nursery and feel well supported in their roles.

What the setting must and should do next

The provider should:

• support staff to make a clear link between the intent and delivery of planned activities, so that children are fully challenged and engaged
• improve the organisation of routine events, so that children remain engaged at all times.