Clowns Day Nursery LTD

What is it like to attend this early years setting?

Children settle quickly and build positive relationships with the nursery staff. The children are interested in the activities staff provide for them, evidence of how well staff know the children. Children copy staff's actions and learn from them as they stomp together, laugh and make dinosaur noises. They move around the volcano to develop gross motor skills. Children enjoy forest school and talk confidently about what they have been doing in the woodland. They explore the woodland area, kicking the leaves and finding bugs in the bug houses they have made.

Children learn about keeping themselves safe, as they are reminded about trip hazards, risks of the pond and keeping safe while climbing. Children look to staff for reassurance when they need it, and this gives them confidence to persevere. Children in the baby room bring books to staff so they can read them together. Staff encourage the youngest children to turn the pages of the book as they point to the animals, and they all join in making the sounds.

Very young children are supported by staff to share and take turns. As they get older, three- and four-year-old children do this independently as they share while playing with the cars. Children at this nursery respect each other and staff.

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

• The nursery provides a well-sequenced curriculum that is supported by staff's understanding of the children's interests. It builds on what the children already know. Staff consider the children's next steps when planning for the day. However, occasionally, staff rush planned activities so children do not learn what staff wanted them to.
• There is a range of resources, both inside and outside, to engage children and promote learning. Children enjoy the outside area where they can explore the woodland area, climb fallen down trees, smell the herbs in the sensory garden and pick fruit and vegetables to be used in the kitchen.
• Staff provide opportunities for children to develop their spoken language. Staff listen to children with interest and talk to them at their level. They use a range of vocabulary to support children's language development. Staff praise children when they have used new sounds, words or sentences.
• Communication between staff and parents is strong and has remained so during the COVID-19 pandemic. Parents value the quality of communication and can share events in their children's home life with nursery. Staff meet with parents at drop off and collection, ensuring that there is time for information to be shared.
• Children with special educational needs and/or disabilities are supported well. Staff learn new skills, such as Makaton sign language, and work with external professionals to ensure that the needs of the children are met.
• The nursery has re-established links within the community following the COVID- 19 pandemic. Children have received dental hygiene bags from the local dentist to promote oral hygiene, and they have had a visit from local firefighters to help children understand how to keep safe. Children have also taken part in collecting for the community food bank.
• Leaders and managers work within each of the rooms throughout the day, and they provide ongoing feedback to staff. This ensures that they have oversight of the care and learning that children receive.
• Staff are good role models. They are polite and considerate with each other and children. They talk to babies when taking them to change their nappies and get down to children's level when talking to them.
• Staff use the outdoor area effectively to promote movement and control of the body through the use of bikes, digging and scooping in oats and jumping through hoops.

What the setting must and should do next

The provider should:

• support staff to plan and deliver activities effectively so that children benefit from intended learning.