Early Years 2 Private Day Nursery

What is it like to attend this early years setting?

Children's learning and development are well supported by kind, caring staff. Staff know the children very well. They build warm, trusting relationships with them. The curriculum offers challenge and sparks children's interests and natural curiosity. Children display high levels of interest and are keen to engage in learning activities. They play happily and demonstrate positive attitudes to their learning. Children make good progress during their time at the nursery. They develop the skills they need to move to the next stage in their learning.

Staff encourage and support children to develop independence in self-care skills from a very early age. For example, toddlers wash their own hands, and there are nose-wiping stations for older children to use. Children are encouraged to have a go and keep trying to achieve new things. They learn that perseverance has rewards. The sense of pride in their own achievements boosts their self-esteem. Children's personal and emotional development are supported well.

Children are happy and secure at the nursery. Staff have high expectations for children's behaviour. Children are polite and behave well. Staff are sensitive to the individual needs of the children and families. They work in partnership with parents to support children and ensure continuity in their care and learning.

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

• Since the last inspection, managers have improved the way they gather important information before children start at the nursery. They have introduced an 'all about me' sheet for parents to complete. This ensures that they receive information about what children already know and can do when they first start.
• Children are exposed to a wide range of vocabulary throughout the day. They enjoy a variety of songs and stories. They notice and discuss things they see in books. Any errors are corrected sensitively. For example, when a child points and says, 'I can see a big monkey,' staff say, 'It is a bit like a big monkey. It is called an orangutan.' Children explore new words and broaden their vocabulary.
• Children learn about some festivals and celebrations from other cultures. They take part in some experiences to support this learning, such as cookery and craft activities. They also read books about festivals and try foods from different cultures. However, experiences that children receive do not adequately represent the diverse register of the setting. Children do not have enough opportunities to develop an understanding of the wider community and world to help them learn about differences between themselves and others.
• Children enjoy inviting and exciting learning experiences. Staff plan activities that reflect children's current interests and that will build on what they already know and can do. However, at times, some group activities are not organised well enough. For example, although staff know what they want children to learn during craft activities, they do not ensure that resources are available right from the start. As a result, children are not always able to make choices, test their own ideas or explore through trial and error.
• Staff are happy and enthusiastic. All staff benefit from working in a close-knit, supportive team. They receive regular support and supervision from managers. Staff use the frequent feedback about their practice and access training to further enhance their professional development. This helps to maintain high staff morale and improves outcomes for children.
• Children's capabilities, needs and stages of development are understood and well supported. Staff know how to respond and adapt their teaching successfully to meet the needs of all children, including children with special educational needs and/or disabilities. Allocated funding is spent wisely to ensure it has maximum impact on children's learning and developmental progress. All children make continued progress in their learning.

What the setting must and should do next

The provider should:

• consider the organisation of activities, especially during group times, to support children to make choices and test their own ideas through trial and error, so that they build on what they already know and continue to make progress in their learning
• provide children with opportunities and activities that represent the diverse register of the setting and the wider community, so that they can begin to reflect on differences and their own uniqueness.