Chatter Bees Day Nursery

What is it like to attend this early years setting?

Children arrive relaxed and happy. The kind staff extend an enthusiastic welcome to them. Staff pay close attention to the emotional requirements of the children. When children need comfort and reassurance, they provide it to them. All children benefit from this as they adjust and feel safe. Children know the expectations of their behaviours because staff consistently embed rules and boundaries for children to follow.

Children remain focused and motivated in their chosen activities. Younger children engage in sensory play with sand and water. Staff encourage children to spend time exploring what they can see and feel. Older children are eager to make marks during activities and make links between letters and sounds.

Staff are highly aware of all children's individual needs, including children with special educational needs and/or disabilities, and work closely as a team to meet these. For example, during a group activity, staff ensure that all children focus on the instructions to follow. They recognise when children are feeling unsure of what to do next and adapt quickly to support them. As a result, all children can participate in the learning on offer and make good progress from their individual starting points.

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

• Staff complete accurate assessments of children's development. They have a clear understanding of what they want children to learn next. Overall, children access a curriculum that fosters their interests and builds on what they already know and can do. However, staff do not always implement the curriculum with precision, to consistently support the intent of some activities.
• Staff model communication and language well for children. For example, they use signing as they talk to children, speak slowly and clearly using simple language, and vary their tone to capture children's attention. Children respond by repeating new words they hear. Children enjoy sharing stories with props, learning songs and words in different languages. Children are becoming confident communicators.
• Children listen intently as staff read with excitement and enthusiasm. They use animated voices to further stimulate children's interests. Children look at books with interest and often take them to staff to read together. Children develop a love of reading.
• Children are physically active outdoors and benefit from a healthy and nutritious diet. This promotes their good health.
• Children have many opportunities to develop their independence.. For example, children learn to manage their personal tasks, tidy away toys and use cutlery correctly. Children are keen to practise these tasks and receive lots of praise for their achievements. This helps to raise their self-esteem and confidence in their abilities.
• Children form strong bonds with caring and approachable staff. Staff treat children respectfully, for example asking permission before taking them to the toilet. Staff support children well to gain confidence in their toilet training.
• Staff learn about the festivals children celebrate at home and plan activities around these themes. This allows children to learn about each other's customs and values. Staff celebrate each child and are respectful. They provide opportunities for children to understand the use of 'kind hands', which supports their good behaviour.
• Staff work closely with parents and other professionals to maximise each child's potential. The whole staff team attends focused training that equips all its members to meet the specific needs of children who attend. The special educational needs coordinator guides and advises staff effectively, ensuring that all children make progress. Parents comment on how staff have helped them with filling out forms and signposting for advice and support.
• The manager is highly reflective and committed to making ongoing improvements. She has clear oversight of the setting and how to support staff. Staff report good levels of well-being and engage in regular supervisions with the manager. This helps to identify training needs. However, the manager recognises that further targeted training for staff would help to strengthen the quality of teaching even further.

What the setting must and should do next

The provider should:

• support staff's understanding of how to implement the learning intentions for all activities, so they are clear on what skills and knowledge they want children to gain
• continue to support staff to develop their already good practice to raise the quality of teaching to the highest level.