Chickywicks Day Nursery

What is it like to attend this early years setting?

Parents comment that staff provide a loving and caring environment for children. Staff cuddle and reassure children whenever they need it. This helps children to feel settled and build secure relationships with staff. Children form strong attachments to their key persons. Although the nursery is organised over two rooms for older and younger children, children have access to all areas. This allows children to follow their interests and spend time with the adults who make them feel secure. Siblings benefit from the free-flow arrangements which enable them to spend time together. This supports their learning and emotional well-being.

There is an ambitious curriculum for all children, including children with special educational needs and/or disabilities (SEND). Children develop a love of stories. Staff read to children in an engaging and enthusiastic way. They use props well when reading stories to support children's understanding and attention. However, during some activities in the pre-school room, the noise level makes it hard for children to hear and concentrate.

Older children demonstrate kindness towards their younger peers, offering them toys without prompting from an adult. They keenly follow the daily routines, independently putting their personal belongings away in their locker, and helping hand out plates during lunch.

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

• Leaders provide an inclusive environment where all children feel welcome and valued. Staff actively work with parents and other agencies to begin assessment processes for children with SEND. This early identification enables children and parents to get the help and support they need. Staff know the children well; this helps keep children safe. They show consideration for children's individual behaviours and offer lots of support. For example, they have ensured children have areas when they can retreat, rest and gain a sense of privacy.
• Children enjoy access to a well-resourced outdoor area. They develop their strength as they pull themselves up on the climbing equipment. Staff ensure children are kept safe in the hot weather. Staff use everyday routines to introduce new words to children well. For example, staff explain the word 'vegetarian' over lunch, and introduce the word 'hydrated' to children while discussing the very hot weather on the day of the inspection.
• Staff work closely with parents to ensure that they understand children's starting points, for example the stage in weaning that babies have reached. Staff state they would not introduce new textures or foods without the explicit permission of parents. Children have access to a healthy lunch and snacks throughout the day. However, when children do not eat the food offered to them, staff very quickly give them a biscuit or cracker as an alternative. This does not support children well to develop an understanding of healthy eating nor encourage them to eat a wider range of foods.
• Overall, staff support children's early literacy skills well. For instance, young children make marks with crayons on large sheets of paper, and babies play with mixtures of flour and water. This helps develop children's motor skills in preparation for later writing. Staff model new language well, which supports later reading. However, staff lack understanding of how to introduce letters and phonic sounds to children. For example, at times, staff concentrate on teaching capital letters, or letter names, before the sounds. This may conflict with later teaching and learning approaches that children encounter when they begin school.
• Staff enjoy working in the nursery and the support they receive from their manager. Staff turnover is very low and therefore children benefit from consistent relationships with adults. Staff access training opportunities which help them to understand their responsibilities and develop their practice to support children with SEND. However, there are fewer opportunities for staff to access training to improve their understanding of supporting children's early literacy.
• Strong partnerships exist between the nursery and other professionals. For example, health visitors and teachers from local schools visit. The nursery involves children in fundraising events and outings in their local area, developing their understanding and sense of belonging to the local community.

What the setting must and should do next

The provider should:

• consider ways in which to develop the curriculum to support children to learn about the importance of a healthy diet and experience new foods
• support staff to take part in training that enhances curriculum knowledge, with particular reference to early literacy
• help staff to consider the impact of noise levels on children's learning, to better support children's concentration skills.