Dolphins Childcare

What is it like to attend this early years setting?

Children show that they feel safe and secure in the nursery, and they happily engage with staff. Children, including those new to the nursery, confidently say goodbye to their parents and carers at the entrance. Children show independence as they participate in various activities. For example, older children develop mathematical skills as they are encouraged to independently count plastic monkeys as they hang them on branches of a tree. They take pride in their abilities when identifying numerals representing their age, which they eagerly share with staff and friends. Overall, staff have high expectations for children and successfully support them to develop a range of skills for future learning. For instance, pre-school children develop pre-writing skills as they draw maps while engaging in imaginary play. Younger children develop communication and language skills well. They participate in storytelling sessions and confidently sing songs during focused activities.

Children benefit from having access to a well-equipped outdoor learning environment. They develop physical skills while running and negotiate obstacles as they chase each other. Staff role model positive behaviour, and children are respectful and kind. They help each other to tidy up and are praised for their efforts.

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

• Children show they are able to manage their own personal needs as they dress themselves to go outside. Staff provide verbal cues to those who are learning to put gloves and coats on. Children persist when they face challenges and are encouraged by staff who offer positive words to promote perseverance. Children show delight as they master new skills, such as putting gloves on independently.
• Children learn to develop independence and healthy eating habits during snack time. For instance, access to snack throughout the morning encourages the children to learn to eat and drink when they are hungry or thirsty rather than at a given time. They make choices between fruit, vegetables and bread and serve themselves. Afterwards, children move their picture on the chart, indicating that they have had their snack.
• Children demonstrate positive attitudes towards their learning and are keen to celebrate their achievements. For example, during water play, children pour water from jugs into the mouth of toy dolphins. Older children then delight in demonstrating to younger children how to master the task. Younger children persist until they can do it, encouraged by older children.
• Children benefit from new experiences in the wider community. For example, they shop in the local supermarket to buy ingredients for cooking activities. Children learn about the natural world by growing and harvesting vegetables.
• Activities with the local gardener familiarise children with the roles people do within their area. Finding out about a range of festivals helps children to learn about and respect the diverse community in which they live.
• Parents speak very highly of the nursery. They welcome the home-learning bags, which provide activities they can do with their children. Regular meetings with staff enable parents to understand the progress their children make. Activities, such as parent 'stay-and-play' sessions are warmly received. Parents believe that they offer an insight into the children's learning and development and provide ideas for activities that they can do at home to further support their children.
• Staff say the manager provides strong well-being support. Through observation and regular staff supervision meetings, areas of professional development are agreed. Staff attend regular online training to further their skills. The manager works with the local authority to achieve the best outcomes for children. For example, the special educational needs adviser provides strategies to support children with special educational needs and/or disabilities. This has boosted staff confidence in their ability to provide relevant support and has resulted in children making good progress from their starting points.
• Overall, children's learning is supported well. For example, during imaginary play, older children discuss how they will build a car. They refer to a book and discuss which car parts are needed where. Staff extend sentences and repeat the correct pronunciation of vocabulary to support language development. Staff have a good understanding of their key children's needs but are not always clear on the needs of other children, in order to fully support them in their learning.

What the setting must and should do next

The provider should:

• strengthen communication between staff to develop a more consistent approach to supporting children's next steps in learning.