Ellies nursery

What is it like to attend this early years setting?

Children enjoy their time at nursery and all children receive a good quality of education. Staff are knowledgeable about the children. This enables them to plan appropriate next steps in learning that build on what children already know and can do. Interactions between staff and children are warm and supportive. This supports their emotional development and sense of security. For example, when moving around the setting children seek comfort from their key person before they begin to explore the new environment.

Staff are positive in their interactions with children. They speak to them in a calm manner, being polite and respectful and are good role models. Older children have developed friendships with each other. They enjoy their time away from the younger children while they sleep. Children enjoy being around the staff team and actively engage them in their play. For example, in the garden area children enjoying mixing and pouring potions ready for staff to try. These interactions are meaningful and allow children to develop their imaginations.

Across the setting behaviour is good. There are effective positive behaviour management strategies in place and children are encouraged to take turns. Children know to seek out staff if they require support and staff are effective in praising children when they behave positively.

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

• The provider and staff team have worked incredibly hard since their last inspection to meet the actions raised. Clear role modelling of good practice by the leadership team has boosted staff confidence and developed positive interactions. Effective staff deployment by the management team has had a positive impact on staff to child relationships. This has also supported settling in for both new children and those transitioning across the setting.
• Safeguarding knowledge and effective procedures have been embedded across the setting. The management team have worked hard to prioritise staff knowledge of safeguarding policies and procedures. As a result, staff are confident to know what to do if they believe a child may be at risk of harm. Effective procedures are in place to support safer sleep guidance.
• Children make good progress in their physical development. For example, babies who are becoming more confident in their walking are giving additional space to walk with walkers, where obstacles are not in their way. Older children choose from a range of bikes and scooters, challenging their abilities. Children are proud of themselves when they achieve new skills.
• Positive steps have been taken to revisit the setting curriculum. Staff have a good understanding of their intent for children's learning. Staff plan a wide range of activities to support children's growing interests and children are keen to be involved. Some staff challenge children's learning. However, this is not consistent across the setting. As a result, children do not spend long periods of time at activities.
• Communication and language development has a clear focus across the setting. Staff sing songs and share books with children across all rooms, exposing children to a rich spoken language environment. Staff communicate with children at their level, offering physical choices for those with limited or no verbal speech. At times, however, the noise level is high. This makes it difficult for children to listen and focus on the language being spoken to them. Staff often answer for children nor give them time to verbalise their own thoughts and understanding.
• Parent partnerships have strengthened. The development of tools to share information has been effective and parents comment positively on the communication they receive. Home learning packs have been created. They offer parents guidance and ideas on how they can support children's learning at home. This provides consistency in approaches from home to the setting.
• Staff are well supported by the leadership team, and they value the support they receive. Effective supervision and coaching methods are now in place to help staff make improvements to their practice. Communication is effective across the whole setting. This helps with the day to day running of the setting. Staff morale is high, and teamwork is effective, which means children are cared for by motivated and happy staff.

What the setting must and should do next

The provider should:

• continue to develop the setting curriculum to ensure that all children receive appropriate challenge and support, so they are engaged in purposeful learning that meets their needs and interests
• provide children with sufficient time to gather their thoughts, process new information and respond to questions being asked, to build on their communication skills.