Clever Cloggs Day Nursery

What is it like to attend this early years setting?

Children form secure and loving bonds with staff and they settle exceptionally well. Staff show the children that they enjoy their company. They excitedly play with them and make them laugh. Staff provide an excellently well-resourced learning environment. Children get to experience a range of sensory resources that allow them to explore different textures and smells. Staff skilfully build on children's language skills in play. They routinely add new words into their vocabulary and explain their meaning, such as 'sphere'. Staff provide a range of activities to develop children's fine motor skills ready for early writing. Younger children concentrate as they press 'googly' eyes, feathers and sticks into play dough to create owls. Staff skilfully use this opportunity to extend children's knowledge in other areas, such as naming body parts and counting.

Staff provide a range of activities that help children understand their own and others' feelings. Children learn to express themselves and regulate their emotions. Staff set clear, age-appropriate boundaries. Children are well behaved and know exactly what is expected of them. They are happy, content and kind to their peers. Staff support children's large physical skills well. Children have a range of opportunities to climb and manoeuvre themselves on equipment, building up their core strength. Babies excitedly cruise around the room and are learning to take their first steps. Staff promote early language with songs and sign language. Babies babble and copy the sounds staff make.

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

• Leaders are committed to their role and are knowledgeable about the nursery, the children, staff and families. They are motivated to do the best they can for all the children.
• Staff have a good knowledge of how children learn. They use this to plan and implement a varied and exciting curriculum that meets the needs and interests of all children. As a result, all children make good progress.
• Staff engage children in positive interactions. They ask them questions and extend their understanding of the world around them. However, sometimes staff do not allow children enough time to respond to their questions, or they step in and complete a task for them. This prevents children from developing their problem-solving and critical thinking skills to the best of their ability.
• Children with special educational needs and/or disabilities are well supported. Staff attend training and seek advice from other professionals to help them better support the children's needs. Leaders and staff strongly advocate for children to ensure they receive the support they deserve. As a result, all children make good progress in all areas of learning.
• Partnerships with parents are well established. Parents comment that they are very happy with how well their children settle into the nursery and form bonds with staff. Staff liaise closely with parents to support them with their children's development and well-being.
• Children learn the importance of adopting a healthy lifestyle. They attend football and dance sessions at the nursery. Children also enjoy learning how to cook and eat a balanced diet.
• Staff's well-being is a top priority for leaders, who provide a variety of tools to ensure that staff feel supported in their role. Staff have access to services that support their mental health and well-being and enjoy 'well-being Wednesdays'. Staff comment that they feel valued for their work and supported in their role.
• Leaders are supportive of staff undertaking professional qualifications to enhance their professional development. Staff are proactive and passionate about furthering their knowledge of early years education. Staff also undergo regular mandatory training to keep their knowledge and skills up to date.
• The provider values all stakeholders' views when making changes at the nursery. They issued a consultation to staff, children and their families when redesigning the outdoor area. The provider implemented their ideas, such as a herb garden where children can plant food to use in their cooking sessions.

What the setting must and should do next

The provider should:

• build on the already good teaching, supporting staff to provide further opportunities for children to develop their critical thinking and problem-solving skills.