Chuckles Day Nursery

What is it like to attend this early years setting?

Children are relaxed and happy as they enter the setting and enthusiastically engage in the range of activities on offer. Leaders are clear about what it is they want children to learn at each age and stage. The curriculum is progressive and its delivery takes into account children's next steps in learning as well as their interests. Staff and leaders work well with families and outside agencies to provide support for children who need additional help, as well as challenge the most able children. For example, children receive personalised learning to further extend their knowledge and skills. All children, particularly those with special educational needs and/or disabilities (SEND), make good progress in the seven areas of learning.

Children new to the setting are carefully inducted to make the transition as smooth as possible. Children quickly form strong relationships with their key person and enjoy comfort and cuddles when they are feeling tired or a little unsettled. The setting supports families very well and it follows the babies' routines established at home. Babies enjoy close, nurturing relationships with their familiar adult, and staff know the children very well.

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

• The curriculum focuses on teaching children about the natural world around them. Staff use the planned activities and resources well to support children in learning about animals, their features and similarities and differences. Children confidently work with staff to make bird feeders, learning about the seeds and how to construct the feeder. Staff skilfully cover many areas of learning as they lead the activity where children learn about recycled materials and how to hang the feeder.
• Children are very well behaved. They are confident to explore the activities provided and also enjoy the opportunity to ask for different resources in order to follow their own personal preferences. Children are consistently praised for their efforts and are supported when needing to resolve conflicts. Children are respectful and spontaneously say sorry to one another.
• Physical development is a key feature of the curriculum. Activities are designed to support children in developing their small motor skills. For example, children learn to handle a variety of tools to learn how to make marks. Children also access climbing equipment and a variety of toys to practise jumping, balancing and coordination. The setting also invites visitors in to provide support with physical education.
• Counting and number skills are embedded in the curriculum. Staff play alongside children and model counting. Children learn to count through adult-directed activities, and older children are encouraged to make predictions and then test their ideas. Younger children learn to count through the use of stories and songs.
• Generally, staff model language well, asking children questions to assess their understanding and introducing them to new words, such as 'camouflaged' when digging in the garden. However, some members of staff do not talk to children as much as they could. Some staff incorrectly model the use of vocabulary or talk about themselves and children in the third person, which could confuse children, particularly those who are learning to talk.
• Most staff are attentive to all children, follow their lead and support them in making choices about what it is they play with. However, staff are not always aware of the quieter, more reserved children. These children can sometimes spend much of their time observing play. Therefore, they do not engage and focus in more meaningful learning and do not make as much progress as they could.
• Leaders are passionate, caring and supportive of children, staff and families. Staff report high levels of well-being at the setting. Parents speak very positively of the setting, noting that they feel well informed of their child's development and progress. All parents spoken to say they would recommend the setting, and they describe the staff as 'amazing'.

What the setting must and should do next

The provider should:

• provide further support for children's literacy development during their play and activities
• support quieter children to engage in activities which better suit their needs, interests and next steps in learning.