Dubmire Daycare

What is it like to attend this early years setting?

Children thrive in this friendly and caring nursery. They come in happily, and parents comment that their children are happy and relaxed when they come home. Parents appreciate the support and guidance that leaders and staff give them. Staff are very caring and attentive. For example, they cuddle and nurse children when they show signs of tiredness or distress. Babies are very happy and settle well, even after periods of illness. The nursery has very good procedures for keeping children safe. All doors into the nursery and playrooms are security coded. Staff teach children how they can keep themselves safe. This is evident when older children remind children to put cycling helmets on before using bicycles or scooters.

The curriculum is generally ambitious and well thought out. For example, staff have thought carefully about the order in which children develop their skills in communication and language. They plan a range of activities for children to develop their shoulder muscles and core strength. Children behave well. Staff have high expectations of children's behaviour. Children know the rules and expectations. Older children know that they need to tidy up after themselves and walk inside.

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

• The nursery has an excellent relationship with the on-site school. They share the outdoor classroom with the school nursery class and plan together for this to ensure that it supports children's needs. Children get to know school staff as they play outside. This helps children to settle quickly when they make the move to the school nursery.
• Children develop healthy lifestyles. They enjoy a range of healthy meals and snacks. Children thoroughly enjoy meatballs and pasta for lunch. They enjoy a variety of fruit and vegetables, such as melon and green beans. Children have a range of opportunities for fresh air and exercise.
• Some aspects of the curriculum are not sufficiently well sequenced. For example, staff have not thought enough about the order in which children develop their self-care skills, particularly in relation to mealtimes.
• Staff support children's communication well. They are well trained and make use of a range of strategies to help them support children's communication. Staff are currently focusing on giving two-year-old children more time to express their thoughts and ideas. Children make very good progress in their communication from their starting points.
• Staff know children well. They know where children are in their learning and plan motivational activities to engage and enthuse children. Two-year-old children thoroughly enjoy painting with branches and twigs. They are excited as they rescue toy penguins trapped in ice. However, occasionally, staff do not focus sharply enough on what children need to learn next and activities sometimes lack a precise focus as a result of this.
• Leaders and staff have an excellent relationship with parents. They go above and beyond to provide advice and support to parents. Parents really appreciate the advice that they receive regarding a range of aspects, including communication and behaviour. Parents like the communication and feel they know what their children are doing and how they can help them at home.
• Staff observe what children are doing and what they are interested in. They plan for children's interests well. Two-year-old children enjoy activities that are planned around the book 'Stick Man'. Babies thoroughly enjoy using home corner utensils in the sand. They concentrate well in these activities.
• Leaders support children with special educational needs and/or disabilities exceptionally well. Leaders have clear plans in place, which they monitor effectively to decide how they can best support children's needs. They work with a range of professionals from health, such as educational psychologists and health visitors. They have a strong relationship with the local authority and act on any advice given.
• Staff feel incredibly well supported. They appreciate the family atmosphere and feel they can talk to leaders about anything. They value the support they receive and enjoy their work.
• Leaders evaluate the nursery effectively and identify professional development opportunities. For instance, staff have recently attended a range of training opportunities on communication and language. They have shared key messages from training with all staff. This ensures that staff's knowledge and skills continue to improve.

What the setting must and should do next

The provider should:

• consider the order in which children develop their self-care skills and ensure that the curriculum is sequenced to ensure that children develop the skills that they need over time
• focus planning more precisely on what children need to learn next to help children make the best possible progress.