Child 1st (Bakewell) Day Nursery

What is it like to attend this early years setting?

Children arrive at this warm and inviting nursery happy, confident and eager to learn. They form secure bonds with staff. Staff working with babies provide a nurturing and calm environment. They understand how to support and meet the needs of babies. Staff gather meaningful information from parents about home routines and their child's emerging likes and dislikes. All children settle well and show confidence to explore the resources that are provided and to try new things. They become familiar with the nursery and their key person.

Children are becoming increasingly independent. Babies feed themselves with spoons, and older children use knives and forks. They have a healthy and nutritious diet and good appetites. Older children take off and put on their own coats and shoes, use the toilet and wash their hands independently, and pour their own drinks and clear their plates at mealtimes. On arrival at the nursery, older children find their name card and select their peg where they hang their belongings. This gives children a sense of responsibility and high self-esteem. Children revel in the opportunities to run, climb and explore the outdoor space at the nursery. They participate in yoga sessions led by staff to promote their physical and mental health. This helps children maintain their positive well-being. Children make good progress at this nursery.

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

• Staff promote a love of books and stories across the nursery. They read with enthusiasm and animation. Staff choose stories that link to the topics that the children are learning about. For example, pre-school children are read books about feelings and emotions. Staff use words in the story such as 'delighted' and 'anxious'. However, staff have not yet considered how to reinforce the use of new words to extend children's vocabulary further. Some words that staff use in conversation with the children are basic for the children's age and stage of development.
• Staff are kind and caring in their approach. They are positive in their interactions with children and are good role models. For example, staff model good manners when asking questions or providing help to children to zip up their coats. This helps children learn to be kind and considerate to their friends. Children behave impeccably well and help each other to regulate their emotions. They know the 'golden rules' of the nursery.
• Staff have embedded routines where children actively participate in creating a safe and well-organised environment. Pre-school children demonstrate responsibility as they complete 'health and safety' checks outside before they use the space. Children are involved in setting the table for lunch and happily complete this task. These positive behaviours shape a harmonious environment, where children's learning and development can flourish.
• Leaders have developed a curriculum that is progressive and encourages children to develop the skills that they will need for future learning. Staff plan activities for children's play that support what children need to learn next and are based on children's interests. However, on occasions, staff do not have precise information from their assessments of what children already know. For example, staff plan an activity for children to learn about the names of different shapes but the children already know these. This means that some activities are not challenging enough to help children make even better progress.
• Staff establish friendly and positive relationships with parents and carers. They share information about children's individual achievements verbally and through an online system. Staff host termly parents' evenings, allowing more in-depth conversations about their children's progress. Parents speak highly about the quality of the information they receive from staff. This effective communication supports continuity in all children's care and learning.
• Leaders value their staff team. Staff are supported in their professional development. They receive the coaching and training they need to build on and extend their skills and knowledge. Leaders empower staff to use their strengths and knowledge to enhance the setting. Staff report high team morale. They feel well supported by managers, which promotes a harmonious learning environment for children.

What the setting must and should do next

The provider should:

• support staff to reinforce new words that are introduced to children to increase children's vocabulary and enhance their communication and language skills
• support staff to consider and plan how to connect and build on children's previous learning.