Cheeky Cherubs Nursery

What is it like to attend this early years setting?

Children are warmly welcomed by staff as they enter the nursery. They are eager to start their day and excitedly go to hang their coats up before entering their rooms. Staff plan an interesting curriculum that supports all children to practise and develop new skills. Staff in the baby room help younger children to explore and investigate items hidden in trays of dried pasta. Staff in the toddler room help children to build their physical skills through using a range of tools as they explore and knead dough. Children in the pre-school are supported to learn about oral health as they explore different foods and talk about how to brush their teeth. Activities are carefully planned to support children's developing skills.

Staff have high expectations for all children. They promote positive behaviour and well-being. Children are encouraged to consider the feelings of others and what makes them happy. Routines support children to work together as a group. For example, children listen carefully to staff as they tidy up their room as they prepare for lunch. Staff endeavour to give children a range of opportunities they may not otherwise have access to. For example, children take part in 'bake off' style cooking competitions and learn about special days, such as Remembrance Day.

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

• Staff identify ways in which they can help children achieve new skills through a well-constructed curriculum. They have a strong intent of what they would like children to learn. For example, they focus on children developing their life skills and being confident, independent and ready for the next stage in their learning. All children make good progress.
• Staff understand the importance of supporting children's language. They offer lots of opportunities for children to sing, listen to stories and talk with each other. However, at times staff do not model vocabulary correctly and do not consistently ask questions to extend children's language skills. This means that children's communication skills are not promoted to the highest level.
• Children's individual needs are identified and met. For example, staff liaise with other professionals to ensure children with special educational needs and/or disabilities receive the support they need. Staff work with parents to support children who speak English as an additional language. For example, staff use words from home which help children to settle and feel secure.
• Children have forged strong attachments to staff. Younger children independently approach staff if they are a little upset and older children enjoy humorous exchanges with staff. Staff carefully consider the needs of the children in their care. For example, they spend any additional funding on resources they know children will enjoy. This is implemented well to engage children in learning.
• Partnerships with other professionals are strong. Teachers are invited into the nursery to learn about children's needs as children transition to school. Staff have meaningful partnerships with a range of professionals, such as Portage workers and professionals from social care. This means that staff receive support and guidance from a range of professionals to help children develop.
• Parents are very positive about the care their children receive at the nursery. They appreciate the things that staff do for their children to help them in their learning and development. Staff share information about children's development and promote home learning. For example, they send home resources that parents can use. This allows children's learning to be extended at home.
• Healthy lifestyles are promoted. Staff work closely with parents to support children's developing eating habits and pay close regard to children's allergies and preferences. Children access the outdoor area or the designated soft-play room every day, which supports their physical skills. Children are beginning to understand the importance of leading a healthy lifestyle.
• The management team work well together. They identify areas of development and are working on these. Staff are supported through induction processes, staff meetings and training opportunities. The manager holds supervision meetings with staff but these are not always consistent. This means that some staff are not sure of how they can improve their developing skills.

What the setting must and should do next

The provider should:

• develop ways to consistently extend children's communication and language, including modelling vocabulary correctly and asking questions to extend children's thinking
• enhance supervisions and the support given to staff, so that they receive consistent coaching to develop and improve their skills for the benefit of children.