Family Nurseries Ltd

What is it like to attend this early years setting?

Children are happy and settled at this nursery because staff are kind, caring and respond well to children's emotional needs. Staff plan effective settling-in sessions for new children. This helps children who are new to the nursery settle quickly and form good bonds with staff. Children of all ages arrive happily as they are warmly greeted by staff. They confidently enter their room and quickly settle to their chosen play activity.

Children benefit from a broad and balanced curriculum. Staff know the children well and use this knowledge to plan activities and experiences that interest and excite them. As a result, children remain engaged and motivated in their play and are developing good attitudes to learning. Babies squeal in delight as they are supported to explore water play. Staff sit close by them, offering them encouragement. Toddlers use their imaginations as they play with dolls, pushing them in the toy pushchair trying to get them off to 'sleep'. Pre-school children enjoy exploring the sand and water trays in the garden, where they enjoy mixing the water with the sand and feeling the different textures. Staff are always close by and readily engage with children as they play. They have high expectations for children's behaviour, gently reminding them about the rules of sharing. Consequently, children are learning the rules of good behaviour.

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

• Staff working at the nursery are happy in their roles. Leaders and managers ensure that staff receive ongoing training and support to help them fulfil their roles. Staff appreciate the regular 'check-ins' leaders provide. This contributes to a positive atmosphere and high levels of staff morale.
• Staff throughout the nursery offer children a good range of planned and purposeful play experiences that help them make good progress across all areas of learning. However, occasionally, some group activities are not planned well enough to ensure that all children who want to join in are able to.
• Leaders and staff successfully support children with special educational needs and/or disabilities. They form good partnerships with other professionals involved with children's care and learning. Staff actively use the information gained from other professionals to inform the curriculum they plan for children. As a result, children make the progress they are capable of, according to their starting points.
• Developing children's communication and language skills is a priority for this nursery. Staff use a range of experiences to help children progress in their speaking and listening skills. Staff working with babies encourage them to join in with regular songs and rhymes. Toddlers are engaged in frequent and meaningful conversations and discussions with staff. Pre-school children learn to speak in groups, taking their turn and listening to others.
• Staff promote children's physical skills well. They have many opportunities to practise their climbing and balancing skills. Staff make good use of the outdoor environments, including their dedicated 'wilderness' area where children of all ages enjoy playing and exploring together. Here they are able to experience nature and learn about the world around them.
• Staff ensure that children's good health is promoted. They ensure that children wash their hands before eating and after using the toilet. The on-site kitchen staff provide children with balanced, nutritious meals according to their individual dietary needs. Babies and young children are placed to sleep according to latest government guidance. Staff check on sleeping children regularly to ensure their safety.
• Staff generally promote children's independence throughout the nursery. For example, young children are encouraged to feed themselves at mealtimes, and older children are encouraged to manage self-care needs, such as wiping their own nose. However, children who can take care of their own toileting needs are not always given this opportunity. For example, older toddlers who are capable of using the toilet are sometimes encouraged to use the potty instead.
• Parents are extremely happy with the care and education their children receive at this nursery. They express their delight at the many skills their children are developing as a direct result of the staff's good teaching. They feel well informed about their child's progress and about their day-to-day experiences. Parents say that they would recommend the nursery to other parents.

What the setting must and should do next

The provider should:

• review the organisation of some group activities to ensure that all children who want to join in are able to do so
• build on children's independence further by encouraging them to develop the skills they are capable of, in particular their ability to manage their own toileting needs.