Cuddly Bear Day Care Nursery

What is it like to attend this early years setting?

Children enjoy attending this warm, inclusive and welcoming nursery. Children are well engaged and supported by the caring staff team. They respond well to the successful and consistent strategies used by staff to encourage their positive behaviour. Children with additional support needs are kept safe and healthy. Staff carefully consider information about children's individual health needs, with the close involvement of their parents. Children adjust well to new routines. They enjoy the communication that they maintain with key persons during extended absences. Those children who are new to the setting show that they feel safe and secure, such as when they approach unfamiliar adults and offer them sensory toys.

Children make good use of the accessible and inviting resources within the nursery. Pre-school children work collaboratively and demonstrate good speaking skills, as they mix and pour mud using large ladles. They recognise letters and link them to the sounds they make, as they check ingredients and make dough. Babies and toddlers show their emerging interest in books, for example as they choose favourite stories to share with adults. Girls build strength in their large muscles and show determination as they sit astride double-seated tricycles and push the pedals around. Those children who speak another language at home confidently present and describe their art. Children are very well prepared emotionally for their moves within the nursery and beyond. They receive good support to become independent and motivated learners.

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

• Leaders have high expectations for children and staff. Staff work with parents to maintain a consistent approach to children's care and learning when children are absent. Leaders implement and regularly review COVID-19 (coronavirus) pandemic protocols and make good use of technology to share information with parents. This helps to minimise any potential gaps in children's learning when the nursery has been closed.
• Staff implement personal care and health routines for children that mirror those from home. They work closely with parents and other professionals to ensure that care plans are effective. Staff respond to children's changing needs well. Leaders promote a shared approach with parents and others involved in children's care. This contributes to smooth transitions, including for children who receive additional support, as children move within the nursery or on to school.
• Staff provide very good support for children's emotional and social development. For example, children know what is expected of them and are keen to be the 'star of the day'. Staff are consistent in their use of visual aids, props and timetables across all rooms. This helps all children to be included in activities.
• Children show that they behave well and acquire good social skills. They listen and respond to instructions, share and take turns during group activities and gain increasing confidence in their abilities. Staff provide good support for children to build on these skills, in preparation for school.
• Overall, leaders support staff well and identify training for staff to complete. Leaders implement effective procedures for inducting staff and help them to gain recognised qualifications. The special educational needs coordinator uses her knowledge well to assist staff to meet the needs of children who need extra help with their learning, and to ensure that these children's moves on to school are well planned.
• Staff demonstrate a good understanding of how to sequence learning to help children progress well from their starting points in learning. For instance, younger children strengthen their small-hand muscles as they manipulate and snip cooked spaghetti with scissors. This prepares them well for later writing. At times, staff do not consider how to extend the learning of most-able children during group tasks. Although some activities, occasionally, lack challenge, staff support and encourage children well.
• Staff use the wide range of information gathered about children to plan activities that interest and motivate children. Children learn about some of the similarities and differences between them and acknowledge well-known festivals throughout the year. However, some children have fewer opportunities to see themselves, their home language or their culture reflected in the learning environment, or as they play.
• Parents speak very highly about the nurturing staff team and value the regular information, support and advice that they receive from staff. They appreciate the opportunities that their children have to make friendships and interact with others, and the flexible approach of staff. Parents comment positively on the curriculum activities that staff provided remotely for home. They value the ongoing support and advice from staff about their child's development.

What the setting must and should do next

The provider should:

• strengthen support for staff to enhance their teaching skills, so that children are further challenged and able to solve problems
• extend opportunities for children to value and share their languages, traditions and backgrounds, and to learn about those of others.