Cleeve Day Nursery

What is it like to attend this early years setting?

Providing high quality care and learning for all children is the aim of this nursery. Leaders and managers work with staff to embed a varied well-sequenced curriculum that supports children to develop their skills and knowledge. Staff form strong bonds with children and families. Where possible managers make sure siblings have the same key persons. Parents comment that this helps children new to the setting to settle extremely quickly as they already know the member of staff. Children form strong bonds with key persons and learn well from the outset.

Staff act as strong role models for children. They have consistent systems in place across all age groups to support children to be respectful of others. Pre-school children readily explain the different signs and rules for playing cooperatively together. For example, they know 'thumbs up' means they have done good sharing or taking turns. Toddlers know to 'use their words' or gestures to ask for help from staff if they encounter difficulties. In the baby room, staff focus carefully on what they want babies to learn as much as providing high quality care. Babies build on what they know and can do by abundant meaningful interactions from staff that support their all-round development.

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

• Staff watch what children are doing so they can plan appropriately for individual learning needs. They know children well and quickly notice when children might need extra support. Staff make sure they work closely with managers, children, parents and other professionals to put in place help to make sure children learn well. All children including those with special educational needs and /or disabilities make good progress from their starting points.
• Children love playing outdoors. Babies develop their physical skills as they kick and chase balls or climb on the 'pirate ship'. Toddlers have fun putting on hats and 'high vis' jackets as they scoop sand in diggers and use the tools to build their pretend houses. Older children show how they can balance along the blocks or climb in and out of the tyres. Others recall where they found 'wiggly worms' and go looking for them again the 'wooded' area.
• Children behave well. Staff use lanyards with picture cards to help children know what to do or how to ask for things. They use a 'now and next' board in each room that shows children what changes are going to be coming up. However, on occasion, staff do not communicate with each other as well as they could, for example at meal times staff start to set up tables and collect food for the younger children , while others try to encourage the children to help put toys away or ask them to sit down for song time. Some children are not sure what they should be doing, so continue playing.
• Staff interactions with children are good. They respond quickly to children's attempts at communication. For example, staff working with the babies notice when babies hold out their hands for help in standing up. Toddlers copy words and name animals as staff help them complete tray puzzles. Staff working with the pre-school children ask questions and join in imaginative play. All staff use words, signs and gestures as well as providing time for children to think and respond. Children are becoming confident communicators.
• Children are curious, imaginative learners. Older children recall what ingredients they need to make play dough. They make connections between written numerals and quantities as they mix the ingredients together. Other children talk animatedly about stories they have read and show the books they have brought in for the nursery lending library. Some children have a tea party and invite staff to join them, asking what cake and drink they might like. Staff engage well with the children supporting them to play cooperatively and respect others.
• Leaders and managers work closely with staff and children. They recognise the pressures on staff and have put extra supports in place. For example, staff can talk with the mental health support manager or help themselves to treats from the wellbeing' basket in the staff room. All staff receive dedicated time to attend team meetings and continuing professional development opportunities. Apprentices have an in-house mentor and time for completing coursework. Staff feel managers value and respect them. This reflects on the way staff work with the children providing high quality support for children to achieve well.

What the setting must and should do next

The provider should:

• make sure communication between staff working with the younger children during routine changes such as mealtimes helps staff and children know what they need to do.