Chelmsford YMCA Day Nursery

What is it like to attend this early years setting?

Staff greet children with genuine warmth and kindness. The nursery is fully inclusive and welcoming as the attentive staff ensure the environment and activities capture children's interest, and create a sense of belonging. Children demonstrate they are keen and enthusiastic to learn and try new things. They happily leave their parents with ease and settle quickly to an activity of their choice. Children are provided with a curriculum that is planned around their developing needs, interests and seasonal themes. Staff follow the children's lead and use ongoing planning to ensure they capture children's curiosity, while also implementing some principles of the Reggio Emilio and Montessori approach to learning.

Children are fully supported to develop the skills they need to become independent learners. For example, older children are positively encouraged to take care of their own personal needs by caring staff who are close by. Children's well-being is the priority for all decisions made. For example, a quiet sensory room with cosy cushions is readily available should a child want to relax, or have a calm moment to regulate how they are feeling, fully supported by staff. Children are encouraged to make choices for themselves, for example, when serve their own lunch. Children excitedly and carefully, peel and chop vegetables ready for the nursery cook to make nutritious dinners. Children establish strong bonds with the nursery staff who are positive role models. They speak with respect and kindness to the children. Children understand the high expectations of the staff and demonstrate a positive attitude toward learning and overall, their behaviour is good.

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

• The quality of teaching is good. The management and team of staff have worked hard since the last inspection to improve outcomes for children attending. Therefore, children make good progress from their starting points and are prepared for their transition to school and for their successful future learning.
• The curriculum is implemented effectively, ensuring children have good opportunities for learning. This means all children, including those with special educational needs and/or disabilities, achieve good outcomes. Their families are well supported. Staff provide children with early intervention strategies to ensure they can actively participate in all aspects of the nursery.
• The staff constantly engage children in meaningful conversation and provide running commentaries during activities. They have a clear comprehension of how children develop their conversation skills, and introduce new words to increase their vocabulary. Children are aware and talk about noise in the environment. They comment on a passing train as they play in the sandpit. They enjoy games of 'Simon says' and listen intently as they follow instruction. On some occasions, staff do not ask enough questions to encourage children to think critically or solve problems.
• A robust recruitment and induction process ensures all staff are suitable for the role and understand the expectations of the nursery. Staff comment they feel well supported with regular training opportunities, supervisions, and team meetings.
• Babies and toddlers play in a bright, homely and cosy room. They have a dedicated sleep room where they are closely monitored and made very comfortable when they need to nap. Babies have immense fun as they explore sensory activities. For example, they sit on large sheets of paper as they use they hands and body to make marks and paint. Babies excited 'squish' the paints between their fingers and closely observe what happens when they mix paints.
• Parents speak very highly of the 'amazing' staff and the care and learning opportunities their children receive. Many comment on the progress their children have made since attending. They say their children are treated with 'utmost respect', they feel listened too and supported as a whole family.
• Children relish their time in the nursery garden. They persevere as they fill pots learning the skill of making sandcastles. They are praised for their efforts and make flags to decorate them. Children discuss spiders they find and spend time searching for them. They use flowers in their art work as they paint beautiful creations. However, opportunities for children to explore and learn about bugs and the wider natural world around them are limited.
• Staff are positively supported in their professional development. The managers evaluate the service provided to ensure the best outcomes for children. Training opportunities are provided and discussed at supervision meetings to help drive continual improvement.

What the setting must and should do next

The provider should:

• help staff to improve their questioning skills that enhance opportunities for children to develop their thinking and expressive language skills
• strengthen the curriculum to provide further opportunities for children to explore and learn about the natural world around them.