Chec Mates Day Care

What is it like to attend this early years setting?

Staff welcome children warmly as they arrive. They are friendly and caring, and children form close bonds with them. They seek them out for a reassuring cuddle or to join in their play. Younger children happily sit on staff's laps as they look at pictures in a book. Older children involve staff in make-believe play as they make food in the role-play area and take it to staff to eat. Staff take time to find out about children's interests and what they can do before they start. They use this information to plan for children's learning and development from the outset.

Children behave well. Staff introduce British values into children's play. They teach them to respect each other, use manners and to be kind and share the toys with their friends. Children patiently wait until it is their turn to choose a song to sing. Younger children excitedly wave and shout when they see older children outside. Staff foster a family environment as younger and older children sit together at snack and mealtimes. Staff engage children in conversation and encourage them to use utensils correctly. All children, including those with special educational needs and/or disabilities (SEND), make the best possible progress from their starting points.

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

• The nursery benefits from an extremely knowledgeable and cohesive management team. They have worked together for many years and are passionate and dedicated in their aim to provide all children with the very best start in life. The manager has a clear overview of the curriculum. She recognises that each child is individual and will learn at their own pace.
• Managers lead an experienced and consistent staff team, who reflect their enthusiasm and commitment. Staff benefit from regular supervision meetings and many opportunities to continue their professional development. Managers recognise and work to staff strengths and encourage them to take on additional roles. Staff well-being is given the utmost priority. Staff are encouraged to consider things they do well as a team, and these are displayed as a constant reminder of their achievements. This helps to raise staff's self-esteem.
• The support for children with SEND is superb and this is a real strength of this nursery. Children receive individualised support to enable them to be included in activities, and staff show infinite patience and a deep-rooted kindness towards them. Managers and staff are unreservedly thrilled at the progress these children make. The special educational needs coordinator works closely with staff, parents, and other professionals to ensure children receive any additional support they may need.
• A strong emphasis is placed on supporting children's communication and language. Staff continually engage children in conversation and encourage them to repeat words and sounds. Older children learn the sounds of letters and can recognise the letter their name begins with. All children enjoy looking at books and listening to stories. Babies and younger children choose a book and sit contentedly on staff's laps as they turn the pages and point to the pictures. Staff encourage children to repeat animal sounds and name the animal from the picture.
• Children thoroughly enjoy exploring shaving foam. They develop hand-eye coordination as they search for animals that are hidden in the foam. They excitedly clap their hands together to squash the foam and laugh as it splatters over themselves and staff. However, there are times when the routines of the day are not organised well enough. Activities are tidied away or stopped to prepare children for snack or lunch, even though the food is not ready. As a result, children spend prolonged periods of time sitting at the table waiting. This impacts on valuable play and learning time. In addition, on occasions staff do not provide children with enough activities to choose from, which leaves them slightly disengaged and wandering around the room.
• Children have great fun as they play outdoors. They develop their large-muscle skills as they balance on blocks, spin around in spinning cones, roll balls down pipes and ride cars. They hold staff's hands as they walk across stepping stones and jump off, then persevere until they can do it without support.
• Partnership working with parents is strong. Staff share information with parents about their child's day, their next steps for learning, and how parents can continue with their child's learning at home. Parents are exceptionally happy with the level of care and learning their children receive. They say that staff are friendly, welcoming, and provide their children with amazing care.

What the setting must and should do next

The provider should:

• consider the organisation of daily routines so they are more flexible and do not interrupt children's play and learning
• extend the range of activities provided to children so they are able to make even more choices and become fully engaged in their play.