Christopher Robin Day Nursery

What is it like to attend this early years setting?

Staff warmly greet children as they arrive. Children show that they feel safe and secure with staff. They clearly know the high expectations that staff have for them; finding their names and storing their belongings confidently at the start of the day. Staff pay extra attention to children who are unsure. For example, they bring out their familiar comfort items to help them settle in. Staff offer good support for children's emotional well-being.

Leaders and managers plan an effective curriculum that builds on what children already know and can do. For instance, they focus on supporting children to be independent. Staff encourage babies to try and use face cloths and younger children to pour their own drinks. They support older children to be ready to move on to the next challenge in their education. For example, they encourage children to want to try new activities and explore new resources. Children demonstrate they have resilience and keep on trying, such as to unlock small padlocks with keys. They beam with delight when they achieve their goals.

Across the nursery, children behave well. Staff are positive role models for children and support their learning effectively as they play. For instance, staff encourage children's confidence by allowing plenty of time to practise skills. They build on children's self-esteem well.

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

• Staff provide children with an enabling environment that supports their ambitious curriculum. For instance, older children practise their fine motor skills as they use tweezers to transfer pom-poms. This helps to build the muscles that children need to hold a pencil to write with. Staff understand how children learn and use this to plan activities to support children.
• Staff know the children they care for well. They notice what children are interested in. This helps them to fine-tune the support they offer for children's learning. For instance, staff encourage younger children to colour-match and name colours as they look at rainbows and bricks. Staff offer them praise, which helps to keep children excited to join in.
• Children benefit from a range of resources and activities that staff provide to support their learning. Staff support children's learning through positive interactions. For instance, babies enjoy a tea party with staff. Staff role play making toast and pretending this is hot. Babies show they enjoy these interactions and laugh with staff as they play. Staff offer babies a warm and nurturing environment to play and learn in.
• Staff read books with children regularly in small groups. Children snuggle in to staff as they share stories and explore different books. For instance, babies enjoy peeping under flaps to find animals. They giggle as they find the jumpy frog. Older children listen attentively to stories about keeping themselves safe. Staff support children to develop a love of books and reading.
• Overall, teaching is good. Staff offer plenty of opportunities for children to develop new skills and the time to practise them. For instance, they can freely access activities to support and develop their independence in all rooms. Occasionally, however, staff do not notice when quieter children need more encouragement to join in. This means some children do not fully benefit from planned teaching.
• Staff support children to develop an understanding of good health and hygiene. For example, they encourage children to be physically active at the start of the day through 'wake up and shake up' activities. Staff are enthusiastic role models for children, who show they enjoy this energetic activity. However, at times, staff do not consider how to build on children's learning and thinking skills further. For instance, occasionally, they step in to solve children's problems for them. This does not fully support children to think critically for themselves.
• Staff have regular opportunities to develop their skills and knowledge to support children's learning. They comment on the positive support they have from leaders and managers, which helps them to feel confident in their roles. Staff report that they feel valued and appreciated.
• Staff build positive partnerships with parents and external professionals who support their children. Parents comment how well staff communicate and share information about their children. This supports high levels of continuity for children's care and learning.

What the setting must and should do next

The provider should:

• support staff to help them to notice when quieter and less confident children need more encouragement to join in with activities
• enhance teaching strategies to further extend children's learning and problem-solving skills.