Child Dynamix Community Nursery - Preston Road

What is it like to attend this early years setting?

Children experience a stimulating environment, where their interests are central to the setting's approach. Staff are committed to supporting children's happiness and emotional well-being. They are good role models, who want the best outcomes for children. Staff have developed a broad curriculum that is focused on developing children's curiosity, resilience and independence. For example, babies explore a wide range of sensory materials, such as cornflour and cereal. Children preparing to move on to school gain the skills they need. They learn to be independent and know the routines well. For example, staff encourage children to complete tasks on their own and confidently set the table.

Children are continuously busy and motivated learners. They make good friendships and enjoy playing alongside each other. Staff support children's emotional well-being by offering praise and reassurance when children need it. They interact warmly during care routines, such as nappy changing and rest times. Children of all ages gain exceptional learning opportunities as staff use the environment around them to ignite children's understanding of the world. For instance, children learn about community events and experiences as they go out in the community and explore the nearby shops and parks. This helps children to learn about the world around them.

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

• Managers and staff provide good support for children with special educational needs and/or disabilities (SEND). They are quick to secure support from other professionals and to involve parents and carers in discussions about children who need further support to meet their milestones. Staff know these children very well and use their strong ratios to work towards children's individual targets. As such, children with SEND make good progress from their individual starting points in development.
• Children who speak English as an additional language progress well. Staff liaise with parents and learn words in their home languages to help children to develop a good grasp of English. They use the recent introduction of resources, such as translation pens, to help to strengthen the two-way flow of information and authenticate the learning of new words.
• Staff guide children's behaviour through gentle reminders, such as using 'kind hands', when playing with others. They address behaviours that are not acceptable, such as pushing. Staff support children's understanding and explain why these behaviours are not acceptable. This helps to build on children's ability to regulate their actions and emotions.
• Staff support children to learn about healthy living. Children have daily opportunities to be active in the fresh air and develop their physical skills. Staff provide children with healthy meals and fresh drinking water. They help children to understand about good oral health through planned activities and conversations. Toothbrushing is part of the daily routine for children from two years old.
• Staff have good relationships with parents and update them about their children's time at the setting in a range of ways. For example, staff speak to parents at the start and end of the day and add information to children's online learning records. Staff host termly parents' evenings, allowing more in-depth conversations about their children's progress. Parents are very happy with the care and education their children receive. They comment on the high levels of progress their children make and the wonderful relationships staff have with children.
• The manager gives staff many opportunities to continue their professional development. Staff meet regularly with managers to discuss best practice and identify training needs to further enhance their knowledge and skills. However, following staff's induction, managers do not always check that new staff have a deeper understanding of policies and procedures.
• Staff model language effectively through singing, and they read enthusiastically to children in groups. However, on occasions, staff use closed questions during children's explorations. This does not give children the time and space they need to think and results in them giving single word answers.

What the setting must and should do next

The provider should:

• strengthen induction procedures for new staff to make sure that they understand the policies and procedures and are fully equipped with the knowledge they need.
• expand further on children's communication and language development, ensuring that they have time to think and respond to questions, so that they can explain what they know and understand.