Charis Daycare Nursery

What is it like to attend this early years setting?

Leaders and staff create an enriching and exciting curriculum that engages all children. They build strong relationships with families. Staff work with parents to consider the needs of individual children, including disadvantaged children. They create ambitious and exciting opportunities for children to learn about the world around them. Children are curious learners. They are keen to talk about meeting firemen, travelling by bus and going to museums. Children develop confidence and are excited and motivated to learn.

Staff teach children key self-care skills. They support all children, including children with special educational needs and/or disabilities (SEND), to gain high levels of independence. Staff teach children how to use the toilet by themselves. When children struggle, staff work with parents to use a range of strategies to support them. All children are competent and independent learners. They feel happy and safe. Children develop high levels of emotional and physical well-being.

All staff build strong and nurturing relationships with children. Staff give children consistent messages about their behaviour. For example, children learn to tidy up after themselves. Leaders and staff create consistent routines for all children. Staff give children support when moving between activities. Children feel emotionally secure and safe. They are kind to each other.

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

• Leaders build a curriculum that celebrates the diverse backgrounds of all children at the nursery. They build opportunities into the curriculum for children to celebrate their cultural differences. For example, children taste foods and wear clothing from different cultures. Children share their experiences and feel valued. They learn about tolerance and respect for themselves and other people.
• Leaders train staff to identify the knowledge and skills that all children need to learn. They plan a well-sequenced curriculum for all children. Staff give children the time they need to repeat activities and hone their skills. They rigorously track children's progress. Staff adapt planning to ensure suitably challenging learning opportunities for all children. Children are well prepared for the next stage of their education, including school.
• Staff understand that the life experiences of disadvantaged children are sometimes limited. They identify where children have gaps in their learning. Leaders use funding to support disadvantaged children to have a broad range of experiences. Children gain confidence in a variety of social situations. They feel excited to explore the world around them. All children are motivated learners who feel successful.
• Staff adapt their language to meet the needs of children. They have high expectations for children who speak English as an additional language. Staff speak clearly to children and skilfully repeat and reinforce ambitious new vocabulary. Children learn to express their needs with confidence.
• Parent partnerships are effective. Leaders reflect on how they engage with parents and the impact this has on children's development. For example, leaders have introduced open days for parents. Staff share strategies with parents on how to support their children's learning at home. Parents say that the information they receive from staff helps them to extend children's knowledge and skills.
• Staff understand that some children need additional support with their learning. Leaders and staff plan challenging learning opportunities. They consider the needs of children, including those with SEND. Staff work together with other professionals to support children's learning where appropriate.
• Staff teach children about the important of being physically healthy. Children spend time outside every day in the fresh air. However, opportunities for children to be physically active are sometimes limited. For example, staff do not always encourage children to take appropriate risks, such as running and climbing. As a result, some children are not able to build core strength at the highest levels.
• Leaders are reflective of their practice. They have a robust approach to supporting staff. Leaders carry out regular supervisions to identify any support staff may need. They organise continuous professional development opportunities for staff. They link these closely with the needs of individual children. The teaching skills of all staff continue to improve over time.

What the setting must and should do next

The provider should:

• develop further opportunities for children to be physically active to support them to gain core strength at the highest levels.