Eveline Day Nursery Schools Limited (The)

What is it like to attend this early years setting?

Children arrive happily and are warmly welcomed by the caring staff. They separate from their parents and carers with ease and show that they feel safe and secure. Children show curiosity and enjoyment as they explore a broad range of fun and simulating activities. Staff have high expectations for children's learning and behaviour and consequently children behave extremely well. Children benefit from nurturing interactions from staff. For instance, they offer lots of praise and encouragement for their efforts. This boosts children's self-esteem and helps them to develop a positive approach towards learning.

Babies delight in singing songs with puppets and explore animals in shredded paper. Staff actively join in with their play and support them to learn new words and what noises animals make. Toddler age children have fun playing with water. They discuss sea creatures and staff support them to count and use mathematical language as they play. Toddlers also learn the names of new shapes when exploring play dough and discuss different animal habitats. Older children enjoy making choices when dancing with colourful scarves. There is a real sense of fun as they play and learn. Pre-school children show their inquisitive nature when engaging in planting activities. They demonstrate knowledge of different vegetables and how plants need sunshine and water to grow. All age children show good engagement and that they benefit from meaningful learning.

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

• Leaders and staff implement a clear and well-sequenced curriculum that helps children build on what they know and can do. Staff effectively plan activities to support children to acquire new knowledge and skills in readiness for their next stage of learning. The rich curriculum includes French lessons, forest school and sports sessions. It is evident that children are making good progress.
• Partnerships with parents are a strength. Parents express extremely high levels of satisfaction. They state that they value the loving atmosphere that the dedicated staff create. They also discuss that communication is excellent and they feel fully involved in their children's learning and progress.
• Inclusive practice is securely embedded at the nursery. Children with special educational needs and/or disabilities receive good levels of support. Staff work in close collaboration with other professionals to work on shared targets and to provide continuity of care.
• Children benefit from a wealth of experiences that teach them about equality and diversity. For instance, they celebrate cultural festivals, such as Eid, Chinese New Year and Easter. Staff have discussions with children to create a sense of belonging and teach them to develop respectful attitudes.
• Children have excellent opportunities to learn outdoors. For instance, younger children develop their balance and coordination when playing on climbing frames and rocking toys. Older children develop their spatial awareness and agility when navigating obstacle courses. This helps to foster children's physical skills and supports them to lead active lifestyles.
• Children benefit from nutritionally balanced and healthy meals and snacks. Food is freshly prepared each day and there are strict arrangements in place to support children with special dietary requirements.
• There is a strong focus on children's well-being and emotional health. For instance, children benefit from weekly mindfulness sessions, where they practice breathing techniques and self-regulation.
• Children learn through a balance of child-initiated and adult-led experiences. They are motivated to learn and demonstrate a good understanding of expected behaviour. They listen well to staff and show good manners.
• Leaders are ambitious and regularly reflect on the service they provide to families. Staff receive regular support and coaching to help them to develop their practice. Staff express they are happy in their roles and feel their personal well-being is well supported. This creates a positive atmosphere for children to learn in.
• The quality of education is good. However, on occasions some staff members questioning skills do not challenge children's thinking skills and learning to the very highest level.
• Children have secure attachments to staff and show good personal development, overall. However, at times staff working with younger children do not maximise opportunities for children to develop their independence. This is particularly evident during personal care routines.

What the setting must and should do next

The provider should:

• strengthen staff members' questioning skills to offer children the highest level of challenge in their learning
• enhance young children's opportunities to be independent, especially during personal care routines.