Choochoos Day Nursery

What is it like to attend this early years setting?

Children and babies explore happily at this nursery. They learn to be independent and choose from a selection of interesting activities and resources. Children behave well. Staff are good role models and provide positive praise to help children gain a sense of achievement. Children are encouraged to use good manners. For example, older children thank the nursery cook for their 'lovely dinner'.

All children make good progress in their physical development. Staff provide a wide range of opportunities to extend children's core strength, balance and coordination both indoors and outside. For instance, babies confidently negotiate the sloped garden and delight as they mount the steps to use the slide. Young children operate bikes, throw and catch balls, and roll hoops in the garden. Older children role play on the large pirate ship climbing frame as they walk the plank and swing from the rope.

Children of all ages love to listen to staff read. Older children excitedly predict what might happen next as they become immersed in the plot of a familiar story. Babies snuggle on staff's laps as they eagerly anticipate turning the pages. Children access a wide and diverse range of books. They develop important literacy skills that prepare them for their future learning.

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

• Children have free choice to decide what they want to play with. Staff deliver activities that cover all areas of learning, one to one and in small groups. However, at times some children move between activities or do not have as much confidence to get involved. Staff do not consistently identify when these children could benefit from further encouragement to maintain their focus and make the most of the learning opportunities.
• Staff give the development of children's speaking skills high priority, especially when they are learning English as an additional language. Staff use every opportunity to clearly emphasise keywords within their interactions and model new language. Staff use some Makaton signing with all children to support communication and language skills. Children make good progress. However, staff do not always make the most of their interactions to fully extend children's learning even further.
• Staff provide effective support to children with special educational needs and/or disabilities (SEND). They identify gaps in children's development at an early stage and act promptly to address them. Staff plan precisely to help children to achieve key steps. Staff work closely with other professionals to ensure that children receive the specialist help or support that they require.
• Children are provided with a wealth of experiences to broaden their understanding of the world around them. Staff regularly plan outings in the local community. They are linked to children's interests and provide them with new experiences, such as visiting the harbour, library and local shops. Staff invite parents into the nursery to share their occupations with the children. Children gain a sense of belonging within their local community.
• Children's mathematical knowledge is supported well. Staff help children to notice numbers in the environment and count throughout their activities and routines. Children learn to recognise numerals and use positional language in conversations.
• Partnerships with parents are strong. Parents are extremely happy with the care their children receive at this nursery. They highlight the careful care and attentiveness their children receive from staff, and state that they feel their children's needs are met well. Parents praise the continuous communication they receive about their children's learning and the support staff give to help children progress at home.
• Children's individuality is successfully valued and celebrated. Staff provide an environment that promotes inclusion and equality. For instance, staff display positive images of children's different cultures and languages spoken at home. This helps to encourage discussion about differences and creates a sense of belonging and inclusion.
• The manager is motivated and enthusiastic. Regular self-evaluation and effective teamworking contribute to a well-organised provision. There are good opportunities for staff's professional development. For example, staff access a range of training topics and support from the manager.

What the setting must and should do next

The provider should:

• continue to improve teaching further to enrich children's learning experiences
• help staff to identify when less confident children need more support in joining in activities and developing their knowledge.