Cliffe House Day Nursery

What is it like to attend this early years setting?

Children are confident and happy as they arrive at the nursery. They are welcomed by caring staff who know them well. Children quickly settle into their routines, and staff provide activities based on their interests. Babies and young children snuggle into staff when they are tired and quickly fall asleep. This helps children to feel safe and secure.

Children enthusiastically take part in activities led by staff. For example, they enjoy creating skeletons using cotton buds for Halloween. Children are equally engaged in creating their own experiences. They use their imagination and work together. Children stack tubes on top of each other or slot them inside, seeing which one will fit. They take turns to fill up the tubes with cars. Children laugh as they pull the tubes away and the cars empty out of the end. Children demonstrate problem-solving and curiosity in their play.

Children learn independence skills from an early age. They have easy access to a wide variety of resources and equipment. Children learn to put on their own coats and shoes when playing outside. They confidently serve their meals at lunchtime, pour their drinks or collect their water bottle. Children learn to be independent.

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

• Staff observe and assess children's development effectively. They use children's interests to plan activities to engage them. However, not all staff have a clear understanding of the skills they want children to learn. For example, staff supporting older children focus less on developing understanding of processes, such as the chocolate melting when making chocolate apples for Bonfire Night, in order to raise their achievements to an even higher level.
• Some staff support children's communication and language well. They ask effective questions and encourage children to talk about their experiences. Children of all ages are engaged as they listen to stories. However, not all staff use these opportunities to ensure children know and understand the meaning and context of the words they use.
• Children are given many opportunities to develop their mathematical understanding. For example, when comparing the size of chocolate cake, children say if it is 'big', 'little' or 'medium'. They say when cups are 'full' or 'empty'. When building a rocket, children describe how they use the square blocks for the body and the triangles for the tip. Older children confidently count to 10.
• The nursery's special educational needs coordinator works closely with each child's key person, family and external agencies to ensure they receive timely interventions and targeted support to meet their development needs.
• Management ensures that any additional funding children receive is used to enhance their learning and development. The impact of any resources or focused support is closely monitored to ensure children are making good progress, including children with special educational needs and/or disabilities.
• Staff model the use of good manners exceptionally well. Children demonstrate lovely behaviour towards each other and adults. They patiently wait for their turn to speak or take part in an activity. For example, at circle time, children listen attentively as their friends take turns to talk about what they do each day. At tidy-up time, children help to safely put away their resources. Children develop good manners and behaviour.
• Children are provided with healthy, nutritious meals. Staff are aware of children's allergies and dietary requirements when serving food and ensure these are adhered to.
• Leaders can identify strengths and weaknesses in teaching and learning. They know how to support staff to develop their teaching skills to ensure children make good progress. A training plan is in place, and any training attended is shared across the setting during staff meetings to support improvements in practice.
• Parents are happy with the care the staff provide for their children. They value the daily updates about their child's routines via an electronic app or verbally. However, not all parents are aware of the progress their children are making in their learning and development or how they can support them further at home.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the skills children need to learn, to support their learning to a higher level
• extend staff knowledge on supporting and extending children's language development
• build on arrangements to provide parents with more information about their children's progress and how they can further support children's learning at home.