Daffodils

What is it like to attend this early years setting?

Children arrive at the nursery excited to start their day. Staff take time to find out how children have been at home. They use this information to support children to settle into their day. Babies thoroughly enjoy exploring messy activities. They readily sit in rice play and run the grains of rice through their fingers. Staff talk with children, using simple words to describe what they are doing. This helps to support children's emerging language development.

Staff make good use of picture cards, especially in the toddler room, to support children with special educational needs and/or disabilities. They use these to help children to understand what is happening next with routines and to ask them what they wish to play with. Staff work closely with parents and other agencies to further support children's development. This helps to provide good continuity of care for children.

Staff teach children well about their own health and well-being. Children of all ages are able to wipe their own noses and dispose of the tissues. They explained to the inspector that they need to clean their teeth to stop cavities. Children recall well what they have been taught.

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

• Leaders have made good progress since the last inspection. Staff are fully aware of their roles in providing a good-quality curriculum and teaching. Recent training has helped staff to identify children's next steps in learning and how to use these effectively to help children's learning progress.
• Staff do not always give children personal space during activities. They lean over children during focus activities, with their clothes falling into children's faces. This stops children being able to see what is happening and from joining in.
• Staff now complete thorough daily safety checks to make sure that areas are safe for children to play in. They get down on children's levels so they can see from all areas to ensure that there are no hazards for children. This helps to keep all children safe.
• Children do not always get the most out of focus activities. For instance, staff do not move these activities on quickly enough. They take too long to carry out activities, which leaves children becoming distracted.
• Parents feel that staff are warm and welcoming. They explain how staff are extremely positive towards different religions and work with them to make sure that children are included during certain celebrations. Parents also discuss how staff listen to their feedback and provide suggestions for activities they can carry out at home to further support their children's learning and development.
• Staff are all consistent in their approach to managing children's behaviour.
• Children readily remind others that 'sharing is caring' as they learn how to take turns with resources, especially the ride-on toys. Children behave well.
• Leaders work closely with staff to support their health and well-being. They support staff in reducing their workloads and take time to find out how they are. This helps to support a positive work environment.
• Staff know children well. They use their knowledge of children's stages of learning and progress to identify what they need to learn next. Staff use this information, alongside children's interests, to plan exciting activities that successfully help children to make progress.
• Older children enjoy learning new information and communication technology skills. They learn how to control the mouse and follow instructions on how to play the educational games. This helps to support children's hand-eye coordination and their natural curiosity about how things work.
• Staff teach children about their own safety. Children learn how to ride bicycles around the garden. Staff talk to children about traffic lights and what they need to do when the colours change. This helps children to learn their colours and what to do when they see them. This further supports children's safety.

What the setting must and should do next

The provider should:

• support staff to understand the importance of children having their own personal space to learn in
• teach staff to be able to identify when to change activities to maximise children's learning opportunities.