Diddy Daycare Croxteth

What is it like to attend this early years setting?

Children are happy, well cared for and safe in this warm and welcoming nursery. They are supported by an enthusiastic and deeply passionate staff team. Leaders and staff put children at the heart of everything they do. Children play in bright, clean and well-resourced environments. They make independent choices from a wide range of age-appropriate toys. Children are inquisitive and eager to join in with the activities and experiences offered. They demonstrate great curiosity and an infectious enthusiasm for learning. For example, toddlers delight in exploring the texture of paint. They encourage the inspector to join them as they mix the paint, allowing it to run through their fingers while describing it as 'runny' and 'cold'. Pre-school children take the inspector to their role-play dental surgery. They explain to her why it is important for her to brush her teeth so as to avoid 'extractions'.

Leaders, managers and staff have high expectations for children. They talk to children about their feelings and encourage them to resolve any minor conflicts that may occur. Children show kindness and respect towards each other and staff. They are very well behaved and supportive of each other.

Children's communication and social skills have been affected as a result of the pandemic. Staff are aware of this. They have developed a curriculum that focuses intently on these areas to help to swiftly close any gaps that may have emerged in children's development. As a result, children continue to make good progress.

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

• The manager understands the importance of staff training and professional development. She holds regular one-to-one meetings with staff, where she discusses their teaching practice and their well-being. Staff access training that improves their teaching and knowledge. They are highly valued and report that they feel supported, both professionally and personally by their managers.
• Staff have a very good understanding of the children in their care. They carefully plan activities and experiences based on children's interest and their understanding of what children need to learn next. Staff clearly identify the learning that they expect to take place when planning and providing activities. For example, in response to a child's interest in bumblebees, staff provide dough and encourage children to talk about the shape and characteristics of bees, while practising using their manipulative skills as they shape the dough.
• Staff manage the care of babies well. They implement flexible routines that mirror those from home and consistently share positive interactions with babies. For example, staff keep eye contact, talk and sing while changing babies' nappies. Key persons build close relationships with babies from the start. The use of comfort items from home helps babies to feel emotionally secure.
• Staff are always on hand to celebrate children's achievements. For example, staff sensitively encourage hesitant babies to try new experiences, such as exploring the aroma and texture of jelly. Staff care deeply about the children and want the best for them. However, this occasionally means that some staff offer their support too quickly and do not consistently embrace opportunities to challenge children to extend their thinking and skills even further.
• Staff encourage children to play physically and strengthen their muscles. For example, children climb and balance as they negotiate the extensive and well-resourced garden areas. Staff talk about exercise and why the food at lunchtime is so good for the children, which helps them to understand the importance of having a nutritious diet. This contributes to children's good health and physical development.
• Children with special educational needs and/or disabilities are well supported by their key persons. Staff identify any difficulties early on. Where appropriate, they work with other professionals to target support which meets the child's needs. The knowledgeable special educational needs coordinator monitors individual children's progress and provides valuable support to staff in meeting children's emerging needs.
• Parents speak highly of the managers and staff at the nursery. They describe staff as 'one of the family'. Staff foster close relationships with parents and regularly update them on their child's progress. Parents say their children were well supported during the COVID-19 pandemic and that they are very happy with the ongoing care and teaching their children receive.

What the setting must and should do next

The provider should:

• support staff to know when to give children time and consistently challenge children's understanding and thinking, so that they make the best possible progress.