Children's Choice Day Nursery

What is it like to attend this early years setting?

This nursery started operating just before the beginning of the COVID-19 pandemic. The numbers of children and staff have grown rapidly since the end of the last lockdown. Children are dropped off by their parents at the front door. They arrive happily and receive a warm, friendly greeting from the caring staff.

The children are cared for in three carefully designed and well-resourced group rooms. There is easy access to toilet facilities and a step is provided to enable children to access the sink in the baby room. This supports staff to enable children to become increasingly independent and learn to manage their own self-care from a very early age. The children have daily access to two inviting, secure outside play spaces. They regularly go on trips out into the local village, where they can continue their learning about the world around them. Staff support children to develop their muscle strength and coordination before mastering the finer skill of learning to write. Toddlers enjoy making marks on paper and explaining to staff what the marks mean. Children learn to take small, calculated risks as, for example, they safely walk along a balancing plank. Babies have wonderfully warm relationships with the staff, who know them extremely well. They are intrigued by the items provided for them to explore and enjoy sensory experiences.

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

• The provider and her manager are passionate about their provision. They insist on high standards and constantly review the provision and make plans for further improvements. They encourage staff to aim for excellence, reflect on their teaching and identify how it and other aspects of their work can be improved further. Staff feel very well supported. They find the provider and manager very approachable and responsive to any requests for further resources or support with planning the curriculum.
• The manager and staff have a clear understanding of what children need to learn across all areas of the curriculum. There is a strong emphasis on communication and language development, which they describe as running as a 'spine' throughout all activities. Staff are very clear about the importance of increasing children's vocabulary. Children of all ages are encouraged to use Makaton sign language to support the development of their spoken language. Staff increase the range of words children know and can use by introducing key words, both nouns and verbs. Staff use story books to introduce and develop children's understanding of more unusual words, for example 'tango'. Children giggle together as they 'read' stories.
• The manager reviews children's progress and the curriculum that is to be provided on a daily basis. She provides targeted coaching to staff to help them further improve their practice. She is aware that, on occasions, the learning intentions identified for individual children during an activity are not fully implemented. She is also aware that some activities can be dominated by more confident children, and that quieter children find it harder to take part.
• The management of children's health and hygiene and their growing independence is a real strength. Children with food allergies are very well supported. Very clear systems are in place to proactively manage mealtimes. This ensures children are served with safe foods and cannot come into contact with foods they are allergic to. Children are helped to understand how to keep themselves and others healthy. They are taught to clean their teeth and are encouraged to cover their mouths when coughing and then wash their hands.
• Parents feel that they have good levels of information about what their child does in the day and find the parent app extremely useful. They describe it as giving them a window on their child's world. The staff use a wide range of ways to get parents involved in their children's learning. This includes sending home resource packs and inviting parents in to be surprise 'secret readers' of stories in the nursery. Parents of children with medical conditions feel very well supported. They praised the provider's efforts to make changes to keep their child safe. Some parents comment on the number of new staff recently employed as the setting has expanded. The provider has plans to give parents more information on new appointments.
• Children with special educational needs and/or disabilities (SEND) have tailored support to help them to make progress. The manager and staff identify children with SEND through their assessments. They work with parents and other professionals to ensure a suitable curriculum is put in place. Where formal plans are needed, these are completed in time for children to move on to the next stage in their learning with the correct level of support.
• Staff help children understand the nursery's simple rules and routines. They recognise that children have had less opportunity to mix with others due to COVID-19 restrictions. Staff teach children how to work together at tasks in small groups. Clear plans are in place to manage behaviour issues, such as biting. Group times are positive learning experiences which are a good preparation for school. For example, children follow staff's instructions and use feathers as a sensory experience to produce a calm, focused atmosphere.

What the setting must and should do next

The provider should:

• ensure all children have their voice heard, including those who are quieter and find it harder to express what they want
• continue to support staff to consistently implement the learning intention of the activities.