Cracker Jacks Day Nursery Ltd

What is it like to attend this early years setting?

The nursery staff provide a welcoming and interesting environment for children. Staff help children to settle in sensitively. They bond with children and soothe and comfort them. Staff know children's care needs very well. They tailor the day to support children. This helps children to feel secure in the nursery. As a result, children behave well, readily busying themselves in learning.

Staff take babies out to become familiar with their local area. Older children have great fun exploring the forest school area. They excitedly look for bugs under log seats. Staff skilfully draw children's attention to the features of the creatures. Staff ask a range of interesting questions and wait for children to think of answers. For example, children describe the centipedes as 'wrinkly'. Older children spend time investigating the environment. Staff follow their interests to develop them further, adding language when playing with children to extend their vocabulary. For example, as children have an interest in daisies, staff use this to talk about the parts of a flower. Staff also include mathematical language during play. They help older children differentiate between long and short worms. Staff use words such as 'full' and 'empty' as young children fill flowerpots with soil. This helps children to develop awareness of early mathematical concepts in a meaningful and playful way.

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

• The leadership team has an ambitious vision for the children. Leaders are aware of the skills and knowledge staff need to gain to educate young children successfully. Leaders value staff training and learning in order to ensure children have a quality care and learning experience. As such, there is a clear programme of bespoke training delivered on a regular basis to support the staff and meet the needs of children.
• Children with special educational needs and/or disabilities (SEND) receive good levels of support. Staff work closely with the families and other professionals. For example, they identify children's emerging needs and begin the education, health and care plan assessment process as early as possible. Staff adapt their practice to ensure children are included safely in a range of experiences. As a result, children with SEND make good progress from their starting points.
• Staff foster physical development well. They support babies to sit and entice them to crawl, strengthening their core muscles. Toddlers squat to dig in mud, using their whole arms. Older children walk up and down stairs safely and run with control. This helps to develop their coordination. Staff also support children to build up their hand control and use tools and equipment skilfully. For example, older children use scissors to cut pictures out of magazines.
• Children are becoming confident communicators. Staff sing to babies and they join in making animal noises during familiar nursery rhymes. Toddlers make cups of tea in the home corner and offer them to staff, building key relationships. Older children listen attentively as they hold conversations with staff. They talk about what they have learned throughout the day then sing songs linked to the topic. This helps children to develop concentration skills.
• Teaching is good. Staff explain activities well and ask a range of questions to support children's thinking. Children demonstrate confidence to attempt to solve their own problems. For instance, when there is not enough spades to plant seeds, children collect a spade from the sandpit to use to dig. However, on occasion, staff do not stretch the most-able children's abilities.
• Staff understand that children can learn from any activity. They know their key children well. They identify next steps in learning accurately. However, these are not linked to activities sharply enough to help children make even better progress in their learning.
• Staff are good at encouraging children to become independent. They allow babies time to hold their bottles and have a go at feeding themselves. Older children wait in line patiently to wash their hands independently. They follow routines and listen well to the staff. This range of activities helps to prepare children for the next stage in their education.
• Parents are very happy with the service. They feel well supported by the staff to help their children learn and develop. Staff and parents regularly share information about children. This helps to complement the care and learning at home and in nursery. Parents report they feel included in the nursery events, such as Mother's Day celebrations.

What the setting must and should do next

The provider should:

• help staff to focus sharply on children's next steps in learning so they make even better progress in their learning
• strengthen teaching to ensure that the most-able children are consistently challenged in their learning.