Danesmoor House Day Nursery

What is it like to attend this early years setting?

Children are happy and benefit from the gentle, thoughtful support that staff give them at this nursery. They show that they feel safe and secure and move about the rooms with confidence. Staff provide children with a calm and positive environment. They talk to children in gentle tones and show all children respect.

Children are positive and independent learners. Older children use mathematical language in their play to compare who is the tallest. Toddlers carefully wash the dolls in soapy water, while babies keenly explore natural resources, such as rice and straw, on floor trays. Staff create valuable opportunities to enhance children's understanding of the world. For example, children follow instructions well and successfully plant turnip seeds while engaging in discussions about what they need to grow. This helps them build on their life experiences.

Babies are cared for by attentive staff who carefully follow each child's individual routines. For instance, babies are made comfortable when they are tired and are offered their comforters and cuddles as they are soothed to sleep. Children behave well. Staff are very intuitive and promptly respond to children's needs with kindness and empathy. They recognise children's achievements and continuously praise them for their efforts to boost their self-esteem and confidence. This results in children being considerate and kind to each other.

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

• The provider has failed to notify Ofsted of changes to the directors of the company. Although this is a requirement, the impact on children is minimal. The provider has taken action to put this right.
• Leaders are passionate about the work they do. They ensure that all children in their care access high-quality early years experiences. Leaders and staff are ambitious for all children to become active, confident and knowledgeable learners.
• Children with special educational needs and/or disabilities (SEND), and others in receipt of additional funding, are extremely well supported by the staff team. Leaders are fastidious in their approach to detecting any additional needs that children may have. They are highly proactive in listening to concerns and expertly using their knowledge of each child to swiftly put the right strategies in place. Working alongside families and professionals, they aim for all children to have the same opportunities. As a result, children thrive and succeed alongside their peers.
• Stories are loved and learned by children of all ages. During the inspection, pre-school children hung on every word of the story being read to them. The staff's skilled questioning helped children test out what they had remembered about the characters in the book. However, children's access to other forms of reading and text, to fully instil interest across the learning environment, is slightly limited.
• Children demonstrate high levels of independence. Staff carefully guide children to solve problems and meet challenges. For example, at mealtimes babies work towards feeding themselves with spoons. Toddlers practise using forks with increasing control, while pre-school children self-serve their food and use knives and forks competently.
• Staff ensure that children spend and enjoy some of their time outdoors. However, they do not plan as well for the outdoor learning environment as they do for the indoor environment. For instance, staff do not consistently plan targeted learning experiences for children who prefer to play and learn outside. This means that the range of potential learning opportunities available outdoors is not always maximised.
• Children enjoy a range of healthy meals and nutritious snacks that are freshly prepared on site. Leaders have recently implemented an effective system to ensure that children's allergies and individual dietary requirements are closely adhered to.
• Leaders have a clear and ambitious vision for their setting. Staff are proud to work at this nursery. They speak highly about how leaders support them with their well-being and workload. Professional development opportunities for staff are precisely targeted to further support children's learning needs.
• Parents and carers are keen to share the positive difference the staff make for their children and families. Many parents of children with SEND spoke of their 'heartfelt gratitude' to staff and how they greatly appreciate the support their children receive. Parents also comment on the great communication and say that they feel lucky to be a part of this exceptional nursery.

What the setting must and should do next

The provider should:

• support staff to develop the curriculum for the outdoor area to provide more varied and targeted learning experiences for children who prefer to play and learn outside
• enhance children's opportunities to explore an even wider range of both fiction and non-fiction books and other texts to help them develop a wider understanding of the world around them.