Elms Private Day Nursery

What is it like to attend this early years setting?

Children clearly enjoy the time they spend in this homely and welcoming nursery. The friendly and nurturing staff build positive relationships with children and swiftly attend to their needs. This helps children to feel safe and secure. Children confidently explore the nursery environment and make independent choices about what they wish to play with. They are eager to learn and try new things with the support of the caring staff team.

The manager and her team have constructed a curriculum that centres around the children's interests and their next steps for learning. Older children learn independence and self-care skills in readiness for school. They are beginning to make meaningful marks and recognise their name. Toddlers are learning how to manage their feelings and behaviour, how to share and to take turns. Babies develop essential physical skills such as crawling and walking and are beginning to use single words. The sequential curriculum supports children to make good progress and prepares them well for the next stage in their learning.

Children understand behavioural expectations, such as the 'golden rules', which staff consistently apply, providing gentle reminders when needed. Staff work closely with parents offering support and guidance to ensure that strategies used at home are equally successful. Children are praised for their efforts and achievements which contributes significantly to their emotional well-being.

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

• The manager has worked hard to swiftly address the concerns raised at the last inspection. Children are able to play in a safe and secure environment. Staff implement effective risk assessments and everyone understands their role in keeping children safe. The environment both indoors and outside is regularly considered. Through reflective practice and purposeful evaluation, further improvements to the outdoors areas are planned.
• Children freely explore the broad range of activities. There is a good balance of adult-directed and child-led learning opportunities. However, as staff prepare for some routines and activities, children sometimes have to wait for long periods. They become disengaged from meaningful play, which impacts on their behaviour. Therefore, learning is not always effective during these times.
• The manager places a strong focus on promoting children's communication and language skills. Staff generally model language well. They engage children in discussions and provide a narration as children play. This means that children are able to hear a wide variety of words. However, at times, staff do not model words correctly. Furthermore, when staff ask children questions, they often ask the next question in quick succession. Children are not always given enough time to think, respond and share their ideas.
• Children have opportunities to learn about the world around them. They frequently visit places of interest in the local community such as shops, residential care homes, parks and woodlands. Children participate in special festivals and celebrations to help them to understand other cultures. This supports children to learn about others, their place within society and prepares them well for life in modern Britain.
• Staff ensure that children get plenty of fresh air regardless of the weather. Other activities including dance and yoga sessions, help children to understand the effect that exercise has on their bodies. Children also benefit from home-cooked, nutritious meals. At mealtimes they debate what food is good for them. They discuss how drinking milk contributes to strong bones and that eating oranges helps them to prevent getting a cold.
• Children develop a positive 'can-do' attitude and persevere in challenging tasks that at first appear difficult. For example, during a fishing game, children concentrate intently. They develop hand-eye coordination and small muscular control as they attempt to catch the magnetic fish with rods. Staff are careful not to over-direct and sensitively offer support as needed.
• The manager is passionate and dedicated. She leads a team of staff who are enthusiastic and committed to building on their skills. Staff benefit from regular meetings, observations of their practice and frequent training opportunities. Staff have developed effective partnerships with other professionals. These help to provide a consistent approach to meeting children's needs, particularly those who have special educational needs and/or disabilities.

What the setting must and should do next

The provider should:

• review and adapt the organisation of transitions throughout the day to ensure that children remain consistently engaged in their play and learning
• ensure that staff model language correctly so that children always hear the correct pronunciation of words
• help staff to develop their practice so that they consistently give children time to think and respond to the questions asked.