Dream Days Nursery Limited

What is it like to attend this early years setting?

Learning begins on arrival at this welcoming nursery. Children are presented with a daily question on the board outside to generate learning before entry. Today's question is, 'What colour is a pumpkin?' Children eagerly answer with their registration peg by placing it in the orange box with support from their parents. This encourages children to be active learners and deepens their sense of belonging. Children are warmly greeted by leaders and the staff team. They separate well from parents and are keen to start their day. Children mix with peers from all age ranges, exploring learning alongside each other. This promotes children's social interactions and independence. As a result, younger children develop skills rapidly. Children show that they feel safe and secure. Older children show confidence as they engage in their chosen play and seek out friends. Babies develop bonds with familiar staff as they snuggle in for a cuddle.

Staff have clear expectations for behaviour. They remind children to handle resources carefully and tidy up after themselves. This supports children to understand what staff expect of them. Leaders and staff are passionate about providing high-quality experiences for children and families. They take the time to get to know families and children's personalities, interests and abilities. They use this knowledge to create a curriculum based on children's interests and development needs. Staff make every effort to create a homely environment. They display photos of children with their families to develop a sense of community. Children show delight in using china cups, saucers and teapots during a tea party. Staff encourage them to independently open teapot lids and pour their self-made tea into delicate teacups. This helps to develop children's small-muscle skills and hand-eye coordination.

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

• Staff adapt activities to take account of the age and abilities of the children taking part. This supports all children, including those with special educational needs and/or disabilities (SEND), to make good progress.
• Staff support children with SEND well. They communicate with other professionals and parents to ensure consistency for children. Staff quickly identify gaps in children's learning and offer targeted support. They use additional funding effectively to ensure that it is tailored to the individual child and their needs.
• Leaders are passionate and dedicated to this nursery. They support their staff well and plan continued professional development, training and supervision to extend the staff's knowledge. Staff speak highly of the care they receive for their well-being and feel part of the team.
• Staff support children's communication and language well. They recognise the importance of using different methods to support individual children. For example, staff use simple sign language and single words with younger children. Staff consider activities and songs that encourage children's understanding and early language. Older children enthusiastically join in with singing and follow actions of familiar songs. Babies engage with animated staff who introduce them to objects hidden in a basket. They beam with enjoyment and giggle as staff make animal sounds, and they wait excitedly for the next object to appear.
• Staff are caring and considerate towards children. They support children's relationships through positive role modelling and warm interactions. However, the allocation of a key person is not always in place when some children begin settling into nursery life. This hinders these children from developing a secure, well-established relationship with a member of staff as swiftly as possible.
• Partnerships with parents are a strength of the nursery. Staff gather valuable information about children and their families through settling-in sessions and home visits. They provide ideas for parents to build on their children's learning at home. Staff continually consider ways to extend the nursery's community. For example, they organise regular events with families outside of working hours, such as social walks. This helps children and families to deepen friendships and generates stronger partnerships. Parents are highly complimentary about the care and education their children receive.
• Children learn to enjoy healthy lifestyles, such as eating healthy meals that are prepared on site. Staff encourage children to be actively involved in preparing meals and snacks. They discuss the benefits of a balanced diet and provide opportunities for children to identify healthy options as they chop and prepare food together. Furthermore, all children develop a strong understanding of oral hygiene as they are supported by staff to independently clean their teeth daily. Staff offer encouragement to older children, considerately support babies and praise their efforts to maintain 'shiny teeth.'

What the setting must and should do next

The provider should:

• strengthen the existing key-person system so that all children who start nursery life have a designated member of staff to swiftly establish and promote strong relationships.