Eveline Day Nursery Schools Limited (The)

What is it like to attend this early years setting?

The nursery has a clear ethos of care, and children are happy and settled. Staff are attentive and respond to children's needs. As a result, children are confident and thrive. They show an eagerness to share what they are doing and are excited to try new things. Staff generate children's excitement and wonder. For example, they plan and create activities to entice and engage children.

The nursery is calm, and children's behaviour is good. Staff in all rooms set clear expectations and have established routines. This consistency helps children to feel safe and teaches them how to behave. Staff are positive role models and speak to children with kindness and respect. This encourages children to do the same. Staff invite children to show consideration towards others and think about their friends.

Staff know children well. They design and adapt activities to suit the needs of all children, including those with special educational needs and/or disabilities (SEND). Staff make good use of their observations and assessments to ensure that children make progress. Children benefit from a curriculum that is based around their individual needs and learning styles. Staff use topics as a starting point but create and modify activities to suit children.

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

• Staff invite young children to the 'theatre' to hear a story being read. They encourage children's listening skills and introduce new vocabulary to develop their language skills. Staff use props to read and act out a familiar story, and children listen attentively and are captivated. Children remember the story and key words. They eagerly remind staff what comes next and suggest which prop to use.
• Children enjoy the peace and quiet of the sensory room. Children of all abilities enjoy time away from the main rooms, and staff use the room to help children to focus. For example, a small group of children play games together. They know to take turns and give their friends a chance to answer.
• Staff create activities and a learning environment that reflects children's likes and interests. For example, pre-school children benefit from a multitude of learning opportunities after a visit from local police officers. They are highly motivated to search for clues to solve the riddle of the stolen bear. Children use creative thinking and team work to come up with a solution to find him.
• Staff create books for children filled with photos to capture their learning journey. Staff use these books to help children to remember and develop their existing knowledge. Staff monitor children's progress by capturing observations and use this information to plan what children need to learn next. Staff and parents share information. They work in partnership with other agencies to work towards positive outcomes for children.
• Managers lead by example. They are present in the nursery and know children and staff well. Managers encourage staff to self-evaluate and come up with their own solutions to problems. They offer praise and listen to staff. As such, staff report to feeling happy at work, and their performance is good.
• Staff work hard to provide equal opportunities for all children. Staff adapt their practice for children with SEND to ensure inclusion. Children benefit from staff understanding their different needs and abilities. Children learn to love and be accepting of each other in a positive environment. Staff invite parents and friends into the nursery to share their different cultures and languages. Children enjoy looking at family photos on display in every room, which helps to give them a sense of belonging.
• Staff make good use of the space and plan time effectively to give all children the opportunity to play outside in the garden. Staff are deployed well and communicate with one another frequently. This helps to keep children safe, and they have good levels of engagement from staff.
• Staff have access to some training. Managers check their knowledge through a variety of means. The manager understands barriers to learning and adapts the way in which information is conveyed to ensure staff's understanding. However, managers have not focused training for individual staff to enhance their practice and knowledge of how to support children's learning to an even higher level.

What the setting must and should do next

The provider should:

• encourage staff to extend their professional development in order to enhance their existing knowledge of how to support children's learning and development to an even higher level.