Cribs Day Nursery

What is it like to attend this early years setting?

Children are greeted warmly on their arrival by friendly staff. They leave their parents happily and are ready to learn. Children's independence is highly promoted. For example, as soon as children come in, they are encouraged to find their pegs and put their belongings away. Children continue to develop their independence throughout the day. For example, when coming in from the garden, children hang up their own coats. This provides consistency for children and allows them to become self-sufficient later in life.

With support from familiar staff, children are happy to explore the stimulating activities that are on offer for the day. They have access to an outdoor environment at different times. Children of all ages mix together outside. This helps younger children to learn from older children. It also supports older children to have a sense of responsibility and be good role models for younger children.

Children are confident to approach the inspector, as they know that familiar staff are close by. For example, older children engage the inspector in their play, but look to familiar adults for reassurance if needed. This demonstrates that children feel secure and safe in their environment.

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

• Staff teach children mathematical concepts well. For example, older children have opportunities to explore different mathematical activities, and staff encourage them to count. Children have a good understanding and use mathematical terms in their play, such as counting how long the food might take.
• Children behave well. They follow the routines, and staff show good role-modelling practices. For instance, children learn to share and take turns. They very soon begin to learn the routines of the day and understand the setting's 'golden rules'.
• Parents are happy with the service that they receive. They know their child's key person, who helps them to understand about their children's developmental needs through meetings. Parents feel supported and listened to by staff.
• Managers and staff promote equality and diversity through the promotion of British values in everyday practices and special events. For example, staff, parents and children join in 'World International Day' to celebrate where they are from, with activities, food and traditional dress.
• Children manage their own self-care, and staff support them to be independent learners. For example, staff encourage children to wash their hands when coming in from the garden or before mealtimes. Children serve themselves during mealtimes.
• Staff provide children with a stimulating and engaging environment, which allows them to have a go at activities. Staff plan based on children's interests and areas for learning. For example, a finger-gym activity allows children to develop their fine motor skills through unique ways, such as using elastic bands to stretch over bolts and create patterns. However, staff do not consistently develop children's thinking and learning on an individual basis. They do not understand fully what all children can do and how to support their learning to ensure progression in their individual development.
• Staff understand children's needs and listen carefully to children when they play. This allows staff to plan child-led activities and helps children to be in control of their learning. Children to feel valued and develop a love of learning. However, there needs to be more support around extending children's communication and language. For example, additional support to build on children's vocabulary and extend their learning through play.
• Staff have strong outside links with different agencies to provide support for children and their families. For example, they work together to create individual plans for children with special educational needs and/or disabilities.
• There is an strong sense of communication with the parents. Following the COVID-19 pandemic, staff have been very flexible, allowing parents to adjust to a new balance and speak openly with staff and managers. Parents feel a sense of community and enjoy large group trips with the children, such as a family visit to a theme park.
• Staff feel well supported and speak well of managers. They comment positively about the different ways they have been supported.
• Children's physical health is promoted, such as through regular outdoor play. Staff also plan outdoor trips to different local parks to challenge children in different ways physically. Children of all age groups explore the outdoors and understand the world around them.

What the setting must and should do next

The provider should:

• support staff to have a deeper understanding of the intent of the curriculum so that all children benefit from opportunities to extend their learning further
• develop further strategies to enhance all children's communication and language skills and support their growing vocabulary.