Ddc Nursery And Preschool

What is it like to attend this early years setting?

Children excitedly come into nursery. They have strong attachments with the whole staff team. Children giggle loudly as they happily play with staff. This helps them feel settled and secure in the nursery. Children behave well and staff have high expectations of them.

Children are inquisitive and keen to learn. They are imaginative as they create a 'car' out of planks, crates and tyres. Children critically think and problem solve independently. Curious children note that the 'car' does not have enough 'wheels'. As a result, they eagerly turn their creation into a 'motorbike'. They proudly demonstrate their balancing skills as they sit astride the 'motorbike'.

Children learn about good hygiene practices. Staff encourage them to wash their hands frequently and use tissues to blow their noses. Children begin to learn the importance of oral hygiene. They explore 'teeth' with toothbrushes and toothpaste. Children are eager to demonstrate their brushing skills as they 'clean' the 'teeth'. They develop their independence skills throughout the nursery. For example, even the youngest children learn how to use utensils to serve themselves snack and lunch.

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

• The passionate and dedicated management team have worked extremely hard since the last inspection. They have implemented several positive changes. For example, staff now hold detailed discussions with parents about their children's progress. This includes discussing the progress check at age two with them.
• The management team have developed a curriculum that is ambitious and reflective of the children in their care. They use assessments well to identify any gaps in learning and quickly put support into place. For example, they are supporting older children in developing their social skills as these skills have been impacted by COVID-19.
• Children make good progress in their learning and development. They build on what they already know as they progress through the nursery.
• Staff understand the importance of language for children's development. Staff introduce children to new words as they play, such as 'chameleon'. They encourage children to develop a love of reading through stories and nursery rhymes. However, on occasion, staff ask too many questions in one go and at times, children do not have enough time to respond. This has an impact on children making the best possible progress with their language skills.
• Staff do not organise routines over lunchtime in the most effective way. Although children behave well overall, they sit and wait for long periods for their meals, and some become restless. As children transition into the afternoon, children are not fully engaged or supported. This is because of how routine tasks, such as helping children who have a nap, are organised. As a result, during this time, some children are unsure on what they should be doing and flit between activities with lower levels of engagement.
• Additional funding is used appropriately by the management team to meet the needs of individual children. They constantly review how funding is used. This includes reviewing the impact on children's progress and how children's needs are being met.
• The management team recognise that their children are from a variety of different backgrounds. They are keen to develop children's understanding of different cultures and communities. Staff incorporate this into regular outings around the local area. For example, children visit the local care home where children have developed strong bonds with the residents.
• Staff skilfully help children understand their emotions. They ensure children feel that their own emotions are validated. Staff then sensitively help them recognise the impact on other children. For example, staff help children understand that they must take turns with resources. They talk through how the child feels about it but also how the other child feels as well. This helps children develop their sense of empathy.
• Parents talk highly of the nursery and the staff. They highlight that the staff support the whole family and not just the child. Parents comment highly on the kind, caring and approachable staff. They feel their children make good progress in their learning and development.

What the setting must and should do next

The provider should:

• develop staff's questioning skills further so that children make the best possible progress in their language development
• strengthen the organisation of transitions throughout the day so that children are fully supported.