Fairy Bridge Day Nursery

What is it like to attend this early years setting?

Children arrive at the nursery happy and full of smiles. They are greeted by the staff who welcome them into the nursery with open arms. Children separate from their parents and carers with confidence. They benefit from the consistent routines that staff provide, such as sharing breakfast time together with their friends. This helps them to settle well.

The provider has ensured that all children, including those with special educational needs and/or disabilities (SEND), benefit from the important learning opportunities at the nursery. For example, staff carefully arrange the nursery equipment for babies to explore climbing and pulling themselves up safely. They develop crucial core strength and balance in readiness for walking. Older children ably recall the plot and characters from stories because staff read books to them often. Children are highly motivated to learn even more. They are ready for their next stage of their education.

Children live up to the high expectations from staff about how they should behave. Staff support children gently to understand how to look after the nursery resources. For example, they remind children to put toys away when they have finished playing with them. Children learn important skills, such as being thoughtful and responsible.

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

• The provider is clear about what she wants children to learn and why. The curriculum is well thought out and supports children across all the areas of learning. Mostly, staff implement the curriculum effectively and support children to become confident learners. Children learn important new knowledge from the nursery staff.
• Mostly, staff read, talk and sing to children skilfully. Children adore choosing from the selection of song cards to hear their favourite nursery rhymes all over again. However, on occasion, some staff use questions in ways that prevent longer conversations between them and the children. At these times, staff do not support children's developing thinking skills or language use effectively.
• The provider makes certain that new staff receive thorough induction and training for their roles. For example, she observes staff working with the children, then guides them on how to improve their work. Staff feel well supported and enjoy working at the nursery.
• The provider ensures that parents and carers are fully informed about their children's experiences at nursery. Staff provide helpful guidance for parents, such as about toilet training and sleep routines, to support children's learning at home. This supports children to make further progress in their learning.
• Children enjoy the healthy, freshly cooked meals that the nursery provides. Staff have meaningful conversations with children about what foods are healthy, such as vegetables and fruits. Children decide when they want to help themselves to fresh drinking water. They learn about the many ways they can keep themselves healthy.
• Children benefit from the resources that staff provide for their learning. For example, children adore playing with the stethoscope and bandages in the nursery's role-play area. Staff teach children how to care for people who may have an injury. Children's imagination flourishes as they learn how to act out being someone other than themselves.
• The provider's curriculum to support children's personal development is well thought out. Staff provide children with a calm place, such as the nursery's 'emotions tent' to have some quiet time to reflect on their feelings. They use books and props to help children to put a name to the emotion they are experiencing. Children begin to learn how to manage their own feelings.
• Staff support older children successfully to become independent learners. However, at times, some staff help younger children too much during learning activities. For example, staff help children too much as they pour oil and sprinkle flour to make play dough. This reduces children's involvement in problem-solving and testing out their ideas through play.
• The provider ensures that the nursery focuses carefully on meeting the needs of children with SEND. Staff spot potential barriers to children's learning. They work well with external experts, such as speech therapists, to ensure that children's learning needs are met. Children with SEND at the nursery experience success in their learning.

What the setting must and should do next

The provider should:

• improve staff's understanding of the use of questioning techniques to further develop children's thinking skills and language
• support staff to extend learning so that children develop their problem-solving skills.