Docklands Day Nursery

What is it like to attend this early years setting?

Children flourish at this friendly nursery. They are independent learners who show high levels of self-esteem. For instance, they proudly show their artwork to others. This demonstrates that children are developing confidence in the nursery.

Children progressively build on what they know and can do. For instance, some children in the baby room squeeze their food as they eat with their fingers. Staff gently encourage them to try to scoop their food with spoons. Toddlers have fun learning how boats move in water. All children benefit from a learning programme that helps them to develop the skills and knowledge they need for their next steps in education.

Children understand the behaviour that is expected of them. They kindly pass resources to each other. For instance, children wait their turn to fill tubes and share sand moulds in the sand tray. At times, children need extra help to manage their behaviour. Staff calmly support them with positive role modelling. This helps children to learn how to treat each other respectfully.

Children are taught to understand the importance of handwashing, particularly before mealtimes. They eat wholesome, nutritious meals prepared by the cook, who has an in-depth knowledge of children's allergies and dietary requirements. This supports children's health well.

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

• The management team has worked with the local authority advisers to ensure that significant improvements have been made since the last inspection. This has a positive impact on children's care and quality of education.
• The manager meets with staff to give them supervision sessions and coaching. She also checks on their well-being. However, staff do not receive clear indicators of how to continuously improve their individual practice, which hinders the delivery of the learning programme.
• Overall, staff know children well. They build positive relationships with children and their parents. However, at times, the key-person role is not consistently effective in promoting younger children's progress and development to a higher level. For instance, the key-person system for some young children is less effective.
• The youngest children crawl through tunnels, and older children use ride-on toys. Some children play and have fun as they dig in soft soil. Children like to be physically active and spend time outdoors. These experiences promote children's health and their small- and large-muscle development.
• Staff teach children to use and understand vocabulary in context. For instance, older children talk about how to keep their brains healthy. They suggest one way is to keep hydrated and not be dehydrated before exercising. This promotes a healthy lifestyle.
• Staff read to children regularly. Children enjoy making up their own stories. For instance, children of pre-school age make up stories about boats and introduce characters to their play. They develop a love of books and stories, which supports their future learning.
• Familiar routines are in place and interesting learning opportunities are available throughout the day. For instance, children take turns to clean, set tables and select cutlery and plates in preparation for lunch. Children use this experience to practise and develop their counting skills in meaningful ways.
• Staff form good relationships with parents. They regularly share information with them about their children's day and what activities and experiences they have been involved in at the nursery. Parents receive invitations and encouragement to take part in experiences at the nursery. This helps children to develop a sense of belonging.
• Parents feel that staff are approachable and professional. They comment that their children are happy at the nursery. Parents receive regular information about their children's progress. This promotes good parent partnerships.

What the setting must and should do next

The provider should:

• strengthen the role of the key person so that it is consistently effective in promoting children's progress and development to the highest level
• enhance staff's professional development and ensure that they receive clear indicators for how they can continuously improve their practice and provide the highest level of education for children.