Dee's Childcare Ltd

What is it like to attend this early years setting?

Staff create a warm and welcoming atmosphere, where children are able to thrive. Children arrive eager to start their day. Staff provide an ambitious curriculum to help all children. All staff across the nursery have regular meetings to discuss what children need to learn next. They discuss how they can support children during activities to achieve these next steps in learning. Staff encourage parents and carers to also provide regular observations, which helps them to review any gaps in children's learning. Staff are successful in narrowing these gaps and helping children to make good progress towards their learning goals.

Staff work well with children, helping to teach them respect and positive behaviour. They teach children the importance of manners. Children regularly use please and thank you during activities without prompting. They are also highly respectful of each other. When the nursery is all joined together at the start of the day, older children help the younger children to find resources and walk them back to their rooms holding their hands. This helps to promote children's self-esteem and personal and social development well.

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

• Senior leaders have improved practices with regards to accidents and injuries. They have reviewed the reporting procedures for accidents and informing external agencies of any serious incidents. Leaders work together to identify training needs for staff. This has helped staff to strengthen the first aid they carry out during accidents and any subsequent actions that need to be taken. This helps to keep children safe.
• In the main, staff talk to children and listen carefully to their developing language to enhance their speech and language development. However, some staff do not use the correct vocabulary to extend children's language even further.
• Children are fully aware of routines, such as handwashing and mealtime routines. This helps to support children's personal and social development. However, the transitions from these routines are sometimes not smooth. This means that children are left waiting for staff before they can move on to further play and learning opportunities.
• Staff work closely with parents and other agencies to support children with special educational needs and/or disabilities. They set targets for children to work towards. Staff work with parents to provide continuity of care for children.
• Partnership with parents is strong. Staff work closely with parents. They have regular meetings to share information about children's development, progress and next steps in learning. Staff share information with parents about their children's next steps so they can work on developmental areas at home, to further support children's learning.
• Staff provide an exhilarating outside learning environment for children. Children extend their personal and physical development as they learn how to dress themselves in appropriate clothing for outside play.
• All ages of children enjoy playing outside. Staff have set up an outdoor classroom that allows babies to be able to spend longer periods of time exploring nature and the world around them. Babies thoroughly enjoy learning how to use equipment, such as slides. Staff teach children safety when manoeuvring around to slide down. This further support children's physical development.
• Children are confident learners. They happily share their thoughts and views with staff. Children confidently ask for different resources, which are swapped around, allowing for staff to support children's learning through their interests.
• Staff make good use of information technology equipment to support children's learning of how things work. Younger children learn cause and effect when pushing buttons that make different noises and flash lights. Older children learn how to use smart speakers to ask questions and to play songs. This further helps children to understand the world in which they live.

What the setting must and should do next

The provider should:

• support staff to be more consistent in using the correct vocabulary when talking with children
• review transitions between routine activities to enable children to have more learning experiences and less time waiting.