Cheeky Chums Day Nursery

What is it like to attend this early years setting?

Children are happy and settled in this welcoming nursery. All children separate easily from their parents. They enjoy a wide range of stimulating activities, which help them to make good progress in their learning and development. Children form positive relationships with staff and their peers. They feel safe and secure. Staff have high expectations for all children. Leaders design their ambitious curriculum based on children's interests and what they need to learn next. Children learn about the importance of keeping our planet clean. Staff encourage children to recycle materials. For instance, they reuse cardboard boxes to make 'laptops', which they later use in their role play.

Children use their previous experiences in their play and have positive attitudes to learning. For instance, they learn how to make tea and speak about varieties of tea used at home. Children benefit from easy access to high-quality resources. This helps to support their growing independence. Children behave well and staff are good role models. Children practise taking turns and share space safely. For example, they use the outdoor climbing frame and remind each other that only one child can slide down at a time. This shows their understanding of the rules of safe play and their ability to successfully negotiate the space around them.

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

• Leaders monitor and evaluate the ongoing performance of the staff effectively. They provide opportunities for staff to develop their practice and skills to enhance the quality of education for children. For example, managers and staff have attended various courses, including training on healthy eating and oral health. This has led to improvements in this area. For example, managers designed a more-balanced diet for children, and staff ensure that children learn about healthy food and the benefits of brushing their teeth.
• Staff get to know children well. They work closely with parents and professionals to ensure all children, including those with special educational needs and/or disabilities, make good progress in relation to their starting points. The provider uses funding well to obtain specific resources, which help to fill any gaps in children's learning.
• Leaders are ambitious for all children. They have a clear intent of what they want children to learn. Overall, staff implement the curriculum and sequence children's learning well. However, at times, staff do not fully consider children's levels of development and the most appropriate resources while planning activities. Consequently, some children are not always fully immersed in the activities as, at times, they do not receive enough support to take their learning further.
• Children learn to do things for themselves and develop independence skills. For instance, when they come in from the garden, they remove their jackets, hang them up and change into indoor shoes. Children help with small tasks, such as cleaning tables after mealtimes, which helps them to gain a sense of responsibility.
• Children develop an interest in books. Staff engage children as they animatedly read familiar stories. They support children to extend their vocabulary. However, on occasion, staff do not consistently help children to hear and share their home language in the setting, in order to enhance their learning even more.
• Children's mathematical knowledge is supported well. For example, children count objects accurately and match quantities to the numerals.
• Staff use the outdoor area well to enhance children's physical development. Children have many opportunities to play outside in the fresh air. Children enjoy exploring sand, using bikes and going on the slide. Children participate in vigorous physical activities, including gymnastics and dancing.
• Staff prepare children well for the next stages of their learning and development. For example, staff provide a variety of opportunities for children to strengthen their small muscles through messy play and mark making. Children develop good pencil control and make detailed drawings.
• Parents praise the welcoming and caring staff. They speak highly of the learning experiences offered to their children. They are happy with the levels of communication and information they receive about the progress their children make.

What the setting must and should do next

The provider should:

• increase opportunities for children to share and hear their home language, to enhance their learning even more
• consider further children's levels of development and the appropriateness of resources when planning activities, to ensure children maintain their focus and gain the most from their learning.