Dinotots Cramlington

What is it like to attend this early years setting?

Children receive a warm welcome on arrival at the nursery. They are eager to go off with staff to explore the interesting activities set out in the different rooms, and outdoors. For example, babies develop problem solving skills as they try to post objects through holes in a cardboard box. Two-year-olds excitedly release plastic bugs from blocks of ice as well as going on a bug hunt in the garden. In the pre-school room children learn new mathematical vocabulary as they make potions in the mud kitchen. Staff's skilful interactions with children when they join them in their play help support children to develop different skills and acquire new knowledge.

Children form strong bonds with the nurturing staff. An effective key person system is in place. This helps children to feel emotionally secure when they are new to the nursery. It also supports children as they move on to the next room. Staff collect a wealth of information about the children in their care. They use this to help to ensure that children's care needs are met and are consistent with those used at home. Children's interests are also used to plan stimulating activities staff know children will enjoy. This helps children to develop a love of learning and to build up their confidence and their concentration. Children behave very well and thrive on the praise and encouragement they receive.

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

• Leaders and managers have worked tirelessly to meet the actions from the last inspection. They have welcomed support from the local authority. Their passion for ensuring that the needs of children are met as effectively as possible shines through. They are building a strong staff team, who say they feel valued and supported.
• Managers have a very clear understanding of the early years curriculum, and of child development. They have identified the most important areas of learning in each of the rooms. This helps staff to sequence the opportunities they provide so that children make progress from their starting points and are ready for their next stage of education.
• Staff know the children in their care very well. They confidently talk about each child's stage of development and are becoming much more confident in identifying what they want children to learn next. However, at times, the activities staff plan do not focus sharply enough on individual children's next steps.
• There is a strong focus on promoting children's communication and language skills. Stories, rhymes and songs play an important part in daily routines. Staff understand the importance of giving babies time to babble and respond to this with smiles and encouragement. Toddlers learn a wealth of new vocabulary as they play. In the pre-school room children become confident communicators as they take part in imaginative play opportunities, such as creating a pirate ship.
• Support for children with special educational needs and/or disabilities (SEND) is a strength of the nursery. Leaders and managers have formed strong links with other professionals. This helps them to develop individual learning or care plans, based on specialist advice. Parents of children with SEND attend regular meetings with staff, and report that they feel fully supported in understanding their children's needs.
• All staff have attended training about behaviour management. As a team, they have developed a consistent approach to promoting positive behaviour. Children are supported to develop the skills they need to play alongside their peers, and to develop friendships. The reorganisation of the nursery environment has created different spaces with a clear purpose. Children report that they love to 'chill' in the large new tent in the garden.
• Staff recognise the importance of establishing daily routines to help children to establish a sense of security, and to prepare older children to be ready for school. They also provide children with opportunities to become increasingly independent. However, mealtimes are not organised in a way that helps children to understand what is expected of them.
• Leaders did not notify Ofsted of a significant event. This has been fully discussed with leaders who understand their responsibilities regarding notifications. All other aspects of leadership and management are good and there is no impact on children's safety and welfare.
• Children benefit from opportunities to explore the local area, such as through visits to the library, a care home and to the nearby beach nursery. Staff also help parents to support their children's learning further at home, for example, through the creation of story sacks and activities to encourage children to go on nature walks.

What the setting must and should do next

The provider should:

• embed the new curriculum and support staff to develop their confidence even more in targeting their planning on individual children's learning needs
• review and develop mealtime arrangements to provide children with more opportunities for purposeful learning.