Dawny's Nursery & Pre-School

What is it like to attend this early years setting?

Managers and staff greet children and their families warmly as they arrive. Children are happy to see staff and are eager to start their day. Children show their confidence as they freely explore the resources and learning experiences that staff provide. Staff provide praise and encouragement as children practise new skills. This supports the development of early resilience as they persist, even when things challenge them.

Overall, interactions that children receive from staff are of high quality. For instance, staff understand the importance of developing children's early language and communication skills. For example, they narrate children's play, give children time to think, and skilfully introduce new vocabulary, such as 'primary colours'. Children display high levels of engagement in activities, such as when they explore colour mixing and learn how they can create a new colour.

Staff promote children's healthy lifestyles. For instance, they provide nutritious home-cooked meals and promote positive hygiene routines. Children's opportunities to be physically active are plentiful, developing their core and small muscles. For example, babies confidently pull themselves up and cruise low-level furniture. Older children learn to move on a larger scale as they learn to climb and balance on apparatus. These experiences prepare children well for their next stage of learning.

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

• Leaders plan and implement a well-thought-out curriculum. They have high expectations for all children and plan for children to become sociable, independent learners. Staff know individual children extremely well, including what skills they have already learned and what they are teaching them next. Learning is well sequenced, so children can build on existing knowledge and be appropriately challenged. This sets children up to succeed.
• Leaders are successful in identifying children who may need extra support, such as children with special educational needs and/or disabilities (SEND). They work closely with parents and other professionals to put targeted plans in place. Leaders use additional funding wisely. For instance, they purchase resources and activities to support children's specific needs. However, on occasion, not all staff are consistent in using the agreed strategies to support children's communication and language skills. Despite this, children with SEND make good progress from their starting points.
• Staff are positive role models to children, which contributes to their good behaviour. Staff use daily routines to encourage children to share, take turns and use good manners. They ensure that children receive consistent and gentle messages when communicating age-appropriate behavioural expectations. Any minor conflicts between children are resolved swiftly and calmly by the nurturing staff. This supports children's emotional well-being as they begin to learn right from wrong.
• Staff plan many opportunities to help promote children's independence and self-help skills. Staff prompt children to manage their self-care needs, such as wiping their nose. Furthermore, staff give children in pre-school extra responsibility to be independent. For example, children confidently collect their own plates, cutlery and pour their own drinks as part of the daily routine. Children are developing strong self-esteem and confidence in their abilities. Leaders are considering ways for children with dietary requirements to develop their independence fully to do things for themselves.
• Partnerships with parents is a real strength of the nursery. The team is passionate about creating a family ethos, where families are supported in their child's education journey. Staff are friendly and approachable. Parents appreciate the regular updates on their children's progress, which helps them continue with this learning at home. This successful communication with parents enables consistency in children's learning and development.
• Staff benefit from strong and supportive leaders. For example, staff engage in a range of professional development opportunities to enhance their already good practice. For instance, they do this through regular training, staff meetings and quizzes to evaluate staff's knowledge and understanding. Staff morale is high, and they share the same passion and dedication in their roles. This creates a very happy and positive environment, in which children thrive.

What the setting must and should do next

The provider should:

• support staff to consistently implement planned teaching strategies for children with SEND to support their communication and language skills
• provide all children with opportunities to develop their independence skills during mealtimes.