Circus Day Nursery Ltd

What is it like to attend this early years setting?

Children are safe and secure in this calming nursery. Children form strong attachments with familiar staff who know them well. Staff gather information from parents and use their own observations of children to provide the support children need to settle quickly into nursery life. This continues as they move through the nursery into older rooms.

The provider and staff have worked hard since the last inspection to construct and implement a broad and meaningful curriculum for all children. Staff focus on ensuring that children are well prepared for their next stage of learning and for starting school. Staff support babies to develop their physical skills and encourage them to take measured risks in the environment. For example, babies crawl over different surfaces and begin to navigate steps and low slides. Toddlers develop a love of books from a young age. They self-select books, turn pages with interest and share their excitement with staff as they identify familiar characters. Older children are independent, confident and have a positive attitude to learning. For example, during free play, children attempt to complete large floor puzzles. When they encounter difficulty, supporting staff use words of praise and encouragement. Children persist, and when they achieve, they beam with pride.

Staff support children to understand the expectations for behaviour from a very young age. They organise activities that promote children's social skills and encourage children to build relationships with others. For example, babies enjoy music-and-movement activities with their friends, smiling and dancing together. Toddlers take turns as they blow bubbles with staff, bouncing with excitement when they see their friends succeed. Older children enjoy story time with staff. They listen with intent and respect others when they are speaking.

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

• The curriculum successfully builds on what children already know and can do to help children to reach the next steps in their development. Staff report that they are very well supported by the provider and that the curriculum training they have attended has built their confidence and enhanced their knowledge and skills in implementing the curriculum. This means children benefit from good-quality interactions with staff that promote their learning effectively. Staff say they love being part of the nursery team.
• Staff know all children very well. They quickly identify any gaps in learning and work closely with parents and external professionals to get children the help they need. Staff have enhanced their knowledge about how to support children and close gaps in learning by attending 'Dingley's Promise' training. They receive high levels of support from the provider to create and implement individualised plans for children. All children have the same opportunities tailored to their needs and make good progress from their starting points.
• Parents speak highly of the nursery and the excellent level of support they receive for their children and the family unit. Parents say that the provider and staff always make themselves available should they need to share information. Parents receive daily updates about their children's care and find out what they are learning via the online system, assessment reports and regular parents' evenings. They say that staff are kind and nurturing and that their children love to attend.
• Staff are good role models for children. They show respect for others and have a very calm manner. Staff who work with the youngest children are nurturing in their care and communication with children, which helps children to feel safe at nursery. When staff change toddlers' nappies, they are respectful and explain to children what is happening. Staff listen to older children and value their input. For example, at group time, staff have a meaningful discussion with children about their family and friends.
• Staff use effective strategies to help children understand the routine, what is happening now and what will happen next. For example, older children receive a five-minute warning before it is time to tidy away, and younger children have visual cues, like sand timers. However, at times, staff do not provide children with the support they need to promote learning when moving from one activity to another. For example, at times, some children wander around and are unsure of what to do during transition periods while others engage with favoured activities repetitively.

What the setting must and should do next

The provider should:

• strengthen the organisation of transitions throughout the day to ensure that children receive consistent support, guidance and engagement at these times.