Creative Flair Childcare Ltd

What is it like to attend this early years setting?

Building strong relationships is at the heart of this nursery and their curriculum. Staff feel supported personally and professionally. Leaders know the importance of supporting staff well-being and working in partnership with parents to support children's learning. Staff prioritise building strong relationships with children and their families. This helps children to build confidence and feel safe and secure in the nursery environment from the beginning.

Staff work effectively with other professionals to support children with special educational needs and/or disabilities (SEND). Leaders and staff thoughtfully plan an ambitious curriculum that supports children's development across all areas of learning. All children make good progress from their starting points. Children demonstrate positive attitudes to learning and respond well to staffs' consistent expectations. Staff teach children how to share and play alongside their friends. They encourage children to express their needs and make their own choices. For example, children can freely move between the indoors and outdoors throughout the day. Staff know children well and help them to learn new skills while encouraging their independence.

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

• Staff use their knowledge of each child's current interest and skills to plan a broad range of activities that spark their curiosity. This helps them to support children in what they need to learn next.
• Staff provide activities that build children's physical skills. They support gross motor skills by encouraging children to move in a range of ways. Children strengthen fine motor skills by using scissors to cut play dough when making animals and mark make independently.
• Staff support children to learn how to communicate with their friends. They read stories to them, introduce new words while signing and ask effective questions. Children independently sing to themselves as they play and seek out friends to look at books together in the garden.
• Children are confident to choose what they want to play with. They have a go and ask for help when needed. Staff teach children strategies and the language they need to express themselves. However, staff do not extend teaching to support children to identify and understand how they or others may feel.
• Mathematics is embedded throughout the day to help children begin to understand mathematical terms and language. For example, staff support children to count cutlery for their friends at mealtimes and talk about size when exploring in the sand.
• Staff remind children of the rules, such as 'walking feet' and 'listening ears'. This helps children to know what is expected of them. However, staff do not always explain the consequences of their actions. For example, what could happen if they throw sand or why they need to wash their hands after being in the garden. Which means children are not learning about the impact it may have on themselves or others.
• Leaders and staff keep parents well informed about their children's time at the nursery. Staff speak to them at drop off and collection times and provide parents with written assessments. Staff keep parents up to date by sharing photos and observations of children on an online application. Additionally, these are linked to the areas of development and staff share ideas about how parents can continue this learning at home.
• Staff feel supported to access a range of professional development opportunities. They undertake a wide range of training and receive support from leaders to further develop their teaching skills. Staff are very happy in their roles and comment on the excellent support they receive from the provider for their well-being. Staff supervisions are held regularly to discuss their practice and highlight any areas for improvement. This helps to provide a good standard of care and education for children.

What the setting must and should do next

The provider should:

• ensure staff improve children's understanding of emotions to help them to identify and manage their own feelings
• support staff to help children to understand the consequences and possible risks of their actions.