Cleethorpes Childrens Centre - Reynolds

What is it like to attend this early years setting?

Children are safe and happy in this welcoming nursery and show that they feel comfortable with the staff. Staff are friendly and professional and provide a nurturing environment. They sit with babies and offer cuddles while they drink their milk. Older children are reassured by staff when apprehensive of loud aeroplanes flying over. Children's individual care needs are met swiftly. For example, staff are observant of when nappies need to be changed.

There is a strong focus on developing children's communication and language skills. There are books and cosy corners for children to enjoy a story. Staff sing a variety of rhymes with children, who enjoy joining in with the actions. Staff bring stories to life. For example, an area in the baby room has been set up around a popular story. Children delight in talking about the different animals. This supports the development of children's communication and language skills effectively.

Children have lots of opportunities to develop their physical skills inside and outside. Older children have access to bicycles and stepping stones to allow them to practise their balancing skills. There is also an indoor climbing frame. Babies and toddlers have plenty of space to crawl around and practise walking. Children's behaviour is consistently good. Staff encourage good manners and are good role models.

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

• The manager makes sure that the nursery is inclusive and welcomes all children. Staff implement effective and individualised care plans for children with special educational needs and/or disabilities. Effective multi-agency working takes place and staff attend regular meetings with other agencies. As a result, these children make good progress.
• The manager uses additional funding effectively to support children further. For example, staff have used funding to care for chicks, which has supported children's communication and language during discussions about how they hatch and grow. This also supported children's understanding of the life cycle and the natural world.
• All children are allocated a key person and a 'significant other' to take charge in their absence. Personal care routines, such as nappy changes, are carried out by the key person, which supports attachment. However, the key-person system is not fully effective. For example, when a child first starts at the nursery, their key person is not always present. Therefore, children do not settle into nursery as quickly as they could.
• Partnerships with parents are good. Parents are happy with the care provided by the nursery. They say that they are well informed about their children's learning and daily experiences at the nursery. For children who have been attending a while, parents have made good bonds with their child's key person.
• The manager has a clear vision of what needs to be improved in the nursery. She has already identified some areas for development. For example, they have recently introduced more books, resources and activities to support children's understanding of diversity and a variety of cultures.
• Less-experienced staff are supported by more-experienced mentors. The manager has ensured that she has carried out supervision sessions with the staff since being appointed. Staff feel well supported and report high levels of well-being.
• The staff ensure that they seek the views of children and parents. For example, parents complete questionnaires when their children leave the nursery. Children have had the opportunity to vote for their favourite nursery logo. This ensures that everyone in the nursery has their voice heard.
• At times, children are encouraged to be independent. For example, they are encouraged to access their own bags and coats and can go to the bathroom freely, with adequate supervision. However, opportunities to develop children's independence are sometimes overlooked, especially at snack and mealtimes. For example, while children clear their own plates, they are not encouraged to serve their own meals and snacks or pour their own drinks.
• Effective provision results in children making good progress. Staff collect information from parents when their children first start and observe children to find out what they already know and can do. As a result, staff plan and provide activities that closely match children's learning needs and interests. Staff follow children's lead. For example, an activity develops from drawing around children's hands to drawing around themselves and discussing what makes them unique.

What the setting must and should do next

The provider should:

• improve the key-person system so that children settle into the nursery as quickly as possible
• provide even more opportunities for children to develop their independence skills, especially at snack and mealtimes.