Clifton Day Nursery

What is it like to attend this early years setting?

Staff build warm relationships with children. They are sensitive and attentive in this small, friendly setting. They prioritise children's well-being. Children show that they are happy, for example, as they smile and jump with enthusiasm while waiting to join in singing. Staff support children's home cultures and languages through reading dual-language books and working with parents to plan celebrations. This helps children to learn what makes them unique and about different people. Staff take children on outings to the library and into the community. These experiences help children to learn about the world around them and develop a love of books and reading.

Staff are dedicated and passionate. They have a clear view of what they want children to learn through the setting's ambitious curriculum. Staff work with parents and other professionals to help meet the needs of children with special educational needs and/or disabilities (SEND). On the whole, staff have high expectations of children's behaviour. They seek information from parents as children start the setting. Staff use children's interests and ongoing assessments to plan activities that children enjoy. This encourages most children to be keen to join in and make good progress. Children learn new knowledge and skills as they progress through the setting. Consequently, they are ready for the next stage in their education as they start school.

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

• Staff ensure that the curriculum for communication and language is delivered effectively. Babies babble as they respond to caring staff in back-and-forth 'chats'. Older children learn new words through discussions, listening to books being read and when singing. For example, they sing songs about transport and talk together about different vehicles and journeys. Through these experiences, staff ensure that all children learn new words and develop their speaking and listening skills.
• Staff ensure that children learn early mathematics as they play. They count together with children and talk about and name shapes and amounts throughout the day. This way, children begin to gain knowledge about numbers, shapes and measures.
• Children learn about emotions through songs, rhymes and stories. Occasionally, staff plan activities to help some children learn to play with others and share. Staff are positive role models. They model polite manners and respectful relationships. Consequently, most children's behaviour is good. However, sometimes, staff's approaches to help children regulate their emotions and behaviour are not fully effective for all children. As a result, some children struggle to join in and play with others.
• The setting provides healthy, home-cooked meals. Staff talk with children about the fruit and vegetables they eat. They point to posters in the dining area to help children learn to name and talk about their favourite foods. Children of all ages are encouraged to use cutlery and feed themselves. Older children pour their own drinks and use tongs to select their own snack. This helps to develop their independence skills.
• Staff plan lots of opportunities for children to develop physical skills. Babies crawl and delight in rolling on fluffy mats or toddle to explore cosy corners. They build muscles and strength as they pull themselves up on push-along toys. Older children develop hand strength and dexterity using play dough as they press cutters to make shapes. Children develop their large muscles as they pedal, run and balance outside. These experiences help children to develop their muscles, balance and coordination.
• The provider develops the skills of new staff, who state that they feel well supported. They carry out checks on the quality of provision offered as staff work together in rooms to deliver the curriculum. However, sometimes, the development and training needs of some staff are not identified. As a result, opportunities to further improve the skills and knowledge of staff are overlooked.
• Partnerships with parents are effective. Staff are flexible and offer meetings for parents in person or over the phone to discuss children's development and next steps. They share information through an online app, daily chats and newsletters. Parents say that they are well informed about setting's events and their children's development. They report that staff respond quickly to any concerns. They provide advice to parents, for example, on potty training.

What the setting must and should do next

The provider should:

• ensure that staff's approaches to helping children to regulate their own emotions and to understand expectations of their behaviour are effective for all children
• ensure that the specific training and development needs of all staff are identified and a programme put in place to improve the skills and knowledge of staff even further.