Daffodils Day Nursery

What is it like to attend this early years setting?

Children and parents are warmly welcomed into this small, friendly setting. Staff exchange information with parents and work in partnership to make sure they are aware of any changes and to support the children's care and learning. For example, the weaning process is consistent between home and nursery.

Children enjoy attending the nursery and have excellent relationships with staff. They separate easily from parents at the door each day. Children go to staff for reassurance and comfort should they become upset. This makes them feel safe and secure and have confidence to explore the range of activities set out to encourage learning.

Staff think about what they want children to know and remember. Managers have worked hard to develop an effective curriculum. This supports staff well, overall, in planning and delivering learning intentions through adult-led activities. Children with special educational needs and/or disabilities are well supported. The special educational needs coordinator is proactive in recognising concerns and supporting children. Staff work closely with families and other professionals to build targets and support. Children make good progress across all areas of learning.

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

• Children choose what they want to do from the activities set out by staff. In the water tray, they use scoops to collect water and pour it out again. As children play, staff encourage language by describing their actions and asking questions.
• At circle time, children are encouraged to explore their emotions. They say how they are feeling and choose a spoon with a face that matches that emotion. Sometimes, children are even able to share why they are happy or sad. For example, because they are going to the park later or because 'mummy is at work'.
• Children's behaviour is good. They play happily alongside their friends and share toys and resources with them. Children help each other. They run shouting, 'I'm here, I'm here' to help a friend who is struggling on the see-saw.
• Children, including those who speak English as an additional language, reflect on their own home life experiences during role play. They enjoy pretending to saw and hammer as part of block play. As they build towers, staff encourage language as they repeat words, such as 'tall, higher' and 'all fall down'.
• Children make the most of being outside and develop their gross motor skills. They build resilience as they climb, negotiate space on bicycles and balance on see-saws. Children's achievements are praised and this makes them feel valued.
• Children benefit from very kind and caring interactions from the well-qualified staff. They sit and ask children questions as they play or give directions, such as
• 'turn it around', and 'try that piece here', to help children solve puzzles. However, at times, staff do not model language consistently for children. For example, they hear shortened phrases, such as 'babba, come'. This does not support children to begin to speak in sentences.
• Staff implement an ambitious curriculum created by the management team. However, occasionally, some activities lack a clear focus and do not provide challenge for children. For example, staff teach colours to a large group using flash cards. Some children know the correct answers when asked to name colours and others learn from hearing their friend's answers. Some children are simply not interested and do not engage. They gain very little from the activity.
• Parents speak highly of the staff. They have regular communication with key workers and find out how their children are developing. Parents comment that staff are compassionate and loving. This reassures them that their child is being cared for. They mention activities shared by the nursery that have helped them to extend their children's learning at home.

What the setting must and should do next

The provider should:

• strengthen the implementation of the curriculum to ensure all children benefit from focused activities that engage them and fully support their learning
• strengthen staff's role modelling of language to help children develop their language skills to a higher level.