Dandelion Kids Day Nursery

What is it like to attend this early years setting?

Children are welcomed into a caring and safe environment, where staff greet them warmly, helping them settle quickly. The atmosphere is calm and respectful, with good manners embedded in daily interactions. Staff speak kindly and model polite language, which children proudly copy. For example, when a child struggled with her jumper, a staff member gently asked if she would like any help and the child replied, 'Yes please', and the adult praised her manners. These interactions help children feel valued and encourage kindness and respect.

Children feel secure during care routines. Staff explain what is happening and ask for permission before changing nappies. They use familiar objects, such as holding up a nappy, to help children understand what is coming next. This supports children to stay calm, included and confident.

Children form strong, trusting bonds with staff, who play alongside them. During small-world and construction play, staff listen to children's ideas, join in their imaginative stories and extend their language. This well-timed support helps children take turns, solve problems and stay focused. As a result, children show high levels of motivation, speak with confidence and feel secure and valued.

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

• Leaders prioritise children's safety through clear safeguarding procedures, regular emergency drills and consistent hygiene routines. They respond swiftly to concerns and work effectively with professionals. Leaders know the setting well and engage positively with the local authority to drive improvement. They provide staff with regular feedback that supports the development of teaching and practice. Leaders have started to align staff development goals with the setting's wider priorities, but this is still in progress. The current improvement plan does not clearly link staff training or curriculum actions to children's specific learning needs, which limits its effectiveness.
• Leaders have planned a curriculum that focuses on key areas of early learning, such as independence, communication, physical development and social skills. Staff provide a balance of free play, small-group sessions, and adult-led activities. They engage with children through talk and play that supports language and thinking. Children are curious, motivated and beginning to recall and apply learning, especially during one-to-one support. However, staff are not always clear about what they want children to learn from each activity. This makes it harder to guide learning or build on what children already know. As a result, some learning lacks focus and impact.
• Staff work closely with parents and external professionals to support children's learning and development. They regularly observe children to check their progress and plan their next steps, sharing this information with families. Staff understand children's individual needs, including those of children with special educational needs and/or disabilities. They make thoughtful adjustments to the environment, such as reducing noise and distractions, to help children focus and take part. Parents speak highly of the support provided. Staff follow professional advice and use strategies, such as visual cue cards and Makaton, to help non-verbal children communicate and feel included. These approaches ensure all children are supported to make good progress.
• Staff help children learn how to behave well and manage their feelings. They use the 'golden rules', set a good example and speak kindly to the children. This helps children feel calm, safe and ready to learn. For example, when two children want the same toy, staff gently remind them of the expectation to share and take turns. Children respond to staff reminders and are praised for their actions. This helps children learn to share, take turns and play kindly with others.
• Staff help children build confidence and stay safe. Staff use the outdoor space well for active, supervised play. When a child tripped and stood up, staff calmly checked for injury and gave kind words to reassure them. This helped the child feel safe and return to play. Staff follow the accident policy and know what to do. Leaders check this and give reminders when needed, such as completing forms. This supports children's safety and well-being.

What the setting must and should do next

The provider should:

• support staff to plan activities with clear learning intentions to better support children's development
• support and focus training and professional development for all staff to further improve the quality of the already good curriculum and teaching.