Cliffe House Day Nursery & Out of School Club

What is it like to attend this early years setting?

The manager and staff have high expectations for children. Staff plan a curriculum that focuses on all aspects of children's learning to help them to make good progress in their development. They place a strong focus on helping children to develop confidence and self-assurance. Staff talk to children about their emotions and how they are feeling. They quickly resolve any minor disputes between children. Staff model respectful and kind behaviours. As a result, children build strong friendships, learn to self-regulate and manage their emotions.

Children are physically active in their play. They confidently develop their coordination as they carefully walk along the balancing equipment. They have many opportunities to strengthen the small muscles in their hands. For example, children squeeze tweezers to pick up dinosaurs in the tray and make marks in the paint with their fingers. Children's physical skills develop well. Staff promote children's good health. They encourage children to wipe their own noses, dispose of tissues and wash their hands afterwards. Staff encourage children to use the toilet independently. They work with parents to support their children with toilet training. Staff sit with children at mealtimes and encourage them to try new foods.

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

• Staff provide children with experiences that broaden their sense of belonging in their local community. For example, staff take children to the local care home and to participate in litter-picking activities. Children learn about the world around them and value their wider community.
• Staff provide a curriculum, which supports children's progress in the seven areas of learning. They monitor children's progress closely and identify where children may need more support. Children who have identified needs benefit from the precise strategies which staff put in place. The special educational needs coordinator works closely with staff, parents and other professionals to implement children's individual plans. As a result, children with special educational needs and/or disabilities are consistently supported and make good progress.
• Staff give a priority to helping children to make good progress in their communication and language development. They clearly emphasise keywords and use some signing to help children with their understanding. Staff foster children's love of books and reading, and introduce new words. Children borrow books to take home and share with their parents.
• Managers value the impact that professional development can have on improving the quality of staff's practice over time. They ensure that staff attend training to keep their knowledge up to date and meet with staff regularly to support them in developing their skills. Managers promote staff's well-being, who have high morale.
• Overall, children behave well. Children learn to share their toys and play cooperatively. However, at times, staff do not consistently encourage children to take responsibility for the toys they play with. For example, not all children are expected to tidy up after themselves. This does not help children to become fully independent or learn to respect the resources they use.
• Staff are enthusiastic in their approach and demonstrate good teaching skills. For example, children enjoy noticing similarities and differences as they draw each other on white boards. However, on occasions, some staff have not considered how to organise large-group activities, such as circle time and adult-led activities, to ensure that they meet the needs of all children. Therefore, at times, some children lose interest and miss out on these learning opportunities.
• Staff work in partnership with parents and share daily communication with them verbally and electronically. This includes sharing information relating to accidents and incidents. Parents say they are extremely happy and that their children make good progress. Staff share children's learning needs with parents and provide ideas of what parents can do at home to support their children's learning.
• The manager uses evaluation well to identify areas for improvement and to address training needs. For instance, staff are currently prioritising developing the outdoor area for children aged under two years to support their outdoor learning experiences even further.

What the setting must and should do next

The provider should:

• support staff to provide consistent messages to help children to learn to care for the resources and environment
• plan and implement large-group activities to ensure that they consistently support all children's engagement and learning as well as possible.