Earlybirds Day Nursery

What is it like to attend this early years setting?

Children arrive at the setting and quickly choose what they want to play with. They happily go for cuddles with staff, who are attentive to their needs. Children make good progress from their starting points and have a positive attitude towards learning. The support children receive to develop their communication and language skills is good. Staff promote children's language as they play. For example, babies explore the feel of noodles and staff introduce new words, such as 'slippy' and 'sticky'. Toddlers enjoy sitting with staff where they identify and practise saying the names of wild animals. Pre-school children play a listening game with staff. Children must listen carefully and then try to locate where the sound is coming from. Children excitedly take turns to guess. This develops children's listening skills.

Children are keen to explore and play with the good range of learning resources. They show deep engagement levels with their chosen activities. For example, pre-school children are fascinated by a ladybird that they find outdoors. They cooperate and use negotiation skills as they take turns to hold it. Staff praise them for sharing. Children show kindness as they wonder if it is hungry. They collect mint from the garden to feed it. Staff stretch children's thinking and question why this ladybird is black. Children recall previous learning and know ladybirds are usually red with black spots. Staff skilfully extend the activity indoors where children learn how to draw a ladybird. Children use pictures that staff have provided for reference. They are eager to share their work with others as they count spots together.

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

• The manager has high expectations for the children. She actively engages with other professionals, such as social workers and health visitors, to help close the gaps in learning for all children. Consequently, children benefit from a smooth transition to school and a good start to their next stage in learning.
• Staff are good role models for children. Children learn to behave well and use their manners. They respond positively to reminders from staff, who support them to take turns and share. Staff effectively prompt all children when the nursery routine is about to change. This gives children time to end their play and get ready for the next activity.
• Children gain independence skills as they make choices about their play. However, staff can be overly helpful and do not allow children time to take off their own coats, pour their own drinks or wash their own hands. This means that children are not being as independent as they could be.
• Children's physical health is promoted well through nutritious food, regular fresh air, and exercise. Staff provide ample opportunity for all children to be physically active outdoors. For example, staff play a game with pre-school children where they learn to balance as they walk across planks. This helps children to develop confidence and coordination skills. Furthermore, staff use mealtimes to help children understand the benefits of eating well.
• Staff know their key children well and incorporate children's interests into activities. They plan activities following on from their assessments of what children know and can do. However, on occasion, staff do not always support children to learn new skills, such as serving themselves at mealtimes.
• Children learn to keep trying when they struggle with activities and tasks. For example, staff model different ways to fit train tracks together when children get frustrated. Children are praised for their efforts and are proud of their achievements.
• Parents comment positively about their children's experiences at the setting. They are happy that their children have opportunities they do not get at home, such as access to outdoor play. Parents report that their children's communication skills have improved since attending the setting and they are developing confidence and making friends.

What the setting must and should do next

The provider should:

• improve staff skills in how to implement the curriculum to ensure all children are supported to learn as much as they can
• embed independence skills in daily activities so children develop the skills they need for the future.