Childlink Day Nursery and Pre School

What is it like to attend this early years setting?

Children enjoy the time they spend at the warm and welcoming nursery. The key person system is well established, and the staff know the children well. Including their individual care routines, development to date and what they need to learn next. Staff working with the youngest babies are especially effective at creating a nurturing environment. They quickly notice when babies who are new to the nursery are feeling a little unsure and provide them with cuddles until they settle. These interactions help children develop secure attachments so that they feel safe and protected.

Children behave well and approach their learning with eagerness and a positive attitude. Leaders and staff are committed to providing stimulating learning experiences, that motivate children to learn. They have constructed an ambitious curriculum to ensure that all children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points.

Children successfully develop the knowledge and skills they need for the next steps in their learning. For instance, babies babble in response to staff interactions and listen with interest to familiar rhymes. Pre-school children complete tasks, such as dressing and undressing independently. They use numbers and counting in their everyday play, join in with stories, songs and rhymes, demonstrate a wide vocabulary and play harmoniously with others.

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

• Staff provide a language rich environment, with numerous opportunities for children to develop their speaking and listening skills. Stories, songs and rhymes are an integral part of the routines and staff introduce a 'word of the week', to help extend children's vocabulary. During discussions children show a good understanding of words and their meanings. For instance, they tell others that they need to be patient. They explain this means waiting for their turn and allowing others time to complete tasks.
• Overall, staff are attentive to children's needs and help them join in and enjoy what is on offer. However, occasionally they do not adapt the routines in response to children's spontaneous interest. For example, when babies stand at the door and indicate they want to go outside, staff do not respond to this.
• Staff act as positive role models and have high expectations for children's behaviour and conduct. They focus well on helping children to form positive relationships and develop their social skills. Staff provide lots of praise to promote positive behaviour and encourage children to complete tasks they find difficult. For instance, when children comment 'I cannot do it', staff suggest they 'give it a go'. This helps children to develop resilience and encourages them to explore different ways of doing things.
• Staff encourage children to be independent in their play. For example, children self-select activities and resources that interest them. However, staff working with the younger children do not consistently support them to tidy up after themselves. This leads to the room becoming 'cluttered' and restricts the space children have to move around.
• Staff support children to develop a secure understanding of the importance of oral health. They take them on visits to the local dentist, show them how to clean their teeth correctly and have interesting conversations to extend children's learning. For instance, when talking about toothpaste, staff explain to children that the fluoride in this helps to protect their teeth.
• Staff ensure children benefit from regular fresh air and exercise. Children of all ages have daily opportunities to play outside and develop good physicals skills. For example, they run with confidence, balance along beans and move in a variety of ways.
• Relationships with parents are extremely positive. Staff go above and beyond to help parents become involved in their children's learning. Parents are invited to regular social events to find out about what their children have been learning and how they can support this at home. Parents appreciate the regular communication they have with staff and comment that their children have made good progress since attending the nursery.
• Leaders and staff engage well with other local services. They invite professionals into the setting to talk to the children about their role within society and take children on visits within the local community. These positive experiences help children to develop their social skills.

What the setting must and should do next

The provider should:

• respond more swiftly to children's interests and adapt the routines in response to these
• help younger children to take responsibility for their toys and the environment, such as by encouraging them to tidy up when they finish playing.