First Friends Day Nursery - Eastleigh

What is it like to attend this early years setting?

Children demonstrate that they feel happy, safe and secure in the nursery's warm and welcoming environment. Babies develop strong bonds with the staff who look after them. They enjoy trying new foods, such as banana, as they gain confidence in feeding themselves. Older children are confident and develop good levels of self-esteem. They benefit from the wide range of resources, which support their individual interests. Children are polite and courteous and behave well. For instance, as children play with the remote-controlled car, they say 'thank you' as they offer their friends a turn.

The manager and her staff have high expectations for all children. Staff plan a good range of learning experiences to ensure all children, including those with special educational needs and/or disabilities, children who speak English as an additional language and those in receipt of additional funding, make good progress from their starting points. Children concentrate well in activities that interest them. They develop good listening and attention skills and share their own thoughts and ideas confidently. For example, as staff read favourites stories to children, they talk about 'Maisy Mouse's accident'. Children suggest that 'it is important to walk indoors, to stop you falling over and hurting yourself'.

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

• Partnerships with parents are good. Parents speak very highly of the staff and the good-quality care and learning experiences they provide for children. They comment that the 'caring and dedicated staff have helped our child's confidence really grow'. Staff regularly share a wealth of information with parents. For instance, staff offer advice and support when babies are being weaned onto solid foods. They encourage older children to take home favourite books to share with their parents.
• The manager is a strong leader. Staff say that they feel valued in their roles and are well supported by the manager. The staff team works well together and this contributes to the harmonious environment in the nursery. The manager and staff are keen to improve and show a positive attitude to evaluation. They know what they do well and areas to develop. The manager recognises that there is yet more she can to do embed the professional development of her staff, to support and develop their teaching to a higher level.
• The quality of teaching is good. Staff know their key children well. They value each child's unique personality and tailor activities to their individual interests. Staff regularly check the progress children make, to help them plan enjoyable learning experiences. However, staff's knowledge of the learning intent for older children is not fully embedded. Therefore, sometimes, teaching is not precisely focused on what children need to know or be able to do next.
• Staff promote children's positive behaviour well through daily activities. Staff are good role models. They are polite, courteous and respectful with the children they care for. In turn, children are well behaved. They learn how to take turns with favourite toys and respect and value the differing needs of their friends.
• Staff develop strong, trusting relationships with children, which support children's personal, social and emotional development well. Younger children and those who are less confident benefit from the care that staff tailor to their needs. When children need more reassurance, staff offer this sensitively. For instance, babies enjoy cuddles when they are tired, as staff soothe them to sleep. Children benefit from the strong bonds they build with staff, to support their good levels of self-esteem.
• Opportunities for children to learn about the wider world are a strength of the setting. Children take part in various celebrations and learn about other cultures and beliefs that reflect the nursery community, such as Chinese New Year and Russian New Year. Staff help children to develop their understanding and respect for the diverse world they live in, which prepares them well for life in modern Britain.

What the setting must and should do next

The provider should:

• reflect more closely on staff's professional development to help evaluate and target training that contributes to the continued quality of teaching, to support children's learning to the highest level
• enhance staff's understanding of how to use their knowledge of what children know and can do to plan more precisely for their next steps in learning.