Emneth Daycare

What is it like to attend this early years setting?

Children become engaged in their learning as soon as they arrive. They are curious, enthralled and excited about discovering new things. Staff have formed strong bonds with the children and greet them with a warm and friendly welcome. Children become absorbed in discovery learning. For example, babies immerse their whole body in sensory play, exploring paints and different textures. Older children search for creatures in the garden. Children shriek with delight when they find a snail. Staff have high expectations of children's behaviour, which is exemplary throughout the nursery. Staff are excellent role models and skilfully teach children how to be kind. Older children frequently help younger children. For example, when using their fingers to count, they help younger children to hold down two fingers, to represent the number three.

Leaders and staff work harmoniously as a team to ensure that children get the best start in their early education. They have designed the curriculum exceptionally well to meet children's differing needs. All children flourish, including those with special educational needs and/or disabilities. Staff recognise that some children need a little extra support. They praise children for their achievements and superbly support them through their range of emotions.

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

• Leaders and staff securely understand the curriculum they provide for children. Staff recognise the individual needs of every child. They sequence children's learning throughout the nursery. The curriculum is expertly designed to continuously build on what children already know and can do. Staff plan for the skills and knowledge they want the children to have before they move on to their next stage of learning.
• Staff are truly knowledgeable about their key children and confidently talk about the progress made from their starting points and what they are going to learn next. They use their in-depth knowledge of the children to closely monitor any gaps in their development and set individual targets to help close them.
• Children are advantageous and move, stretch and explore in safety, both indoors and outdoors. Children practise their physical skills. For example, babies practise pulling themselves up to standing. Babies and older children play together, working out how to balance the see-saw. Older children use tools and magnifying glasses to closely examine natural resources. Staff ask them thought-provoking questions to develop their thinking skills. As a result, children are inquisitive learners who have high levels of focus and concentration during activities.
• Leaders use funding efficiently, focusing on what will have the most beneficial impact on children's development. For example, staff attend training on child- centered play and therapy skills. This has helped children's emotional well-being and positive attitude to learning. Children thoroughly enjoy their one-to-one time with their key person. They initiate their own play and staff nurture the character of each child.
• There is a strong emphasis on supporting children's communication and language. Children are eager to share their ideas. Staff show an interest in what children have to say and give them ample time to respond to questions. They introduce new words and talk about previous experiences. For instance, during a conversation about making a strawberry cake or pancake, staff use words such as 'delicious', 'succulent', 'luxury' and 'flavoursome'. Very young children and older children share stories together. Babies giggle and confidently join in with actions to familiar songs.
• Children display high levels of independence. Even from a young age, they try to put on their coats and help put away the toys. Children show determination to do things for themselves. They learn about a healthy lifestyle and staff encourage them to make their own choices. When they have finished their snack, they sort their rubbish into recycling and waste.
• Parents speak highly of the staff and the care they provide. They are extremely happy with the progress their children are making and say communication with staff is excellent. Leaders listen to parents' feedback and regularly review the learning environment to make positive changes.