Fledgelings Day Nursery Rainham

What is it like to attend this early years setting?

Staff place children at the heart of their work at this welcoming nursery. Children are confident and settle well. They are excited to play with their friends. Children form strong relationships with their key person and the other staff working in the nursery. This helps them to feel safe and secure. Children independently explore the well-resourced environment.

The management team have created an ambitious and broad curriculum, which supports children of all ages. Staff provide children with a range of challenging and motivating activities and experiences. For example, they encourage older children to take risks and be active in the outdoor area. Toddlers use various tools in paint to create their own pictures and babies readily join in with action songs.

Staff are good role models and have high expectations for children's behaviour. They share expectations and boundaries clearly so that children understand them and can follow them. Staff offer children consistent praise and encouragement. This supports their confidence and self-esteem well. Children behave well.

Parents feel staff know their children very well and their children are well cared for. The staff use an online communication system to keep parents updated on their child's learning and how to support them at home.

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

• The management team are committed to constantly improving and providing good-quality care. Staff speak positively about the support they receive through regular supervisions and guidance. Leaders understand the importance of continuous professional development and encourage staff to access regular training that is relevant to their roles and the needs of the children.
• Staff have developed a coherently planned and sequenced curriculum that builds on children's interests, knowledge and skills as they progress through the nursery. Staff play familiar songs and music to the babies, who beam with delight as they dance along. Toddlers enjoy a tray of sensory resources reflecting their favourite story. Older children listen attentively as a member of staff reads to children in a way that excites and engages them. This supports their developing literacy skills.
• Overall, children's language skills are well supported. Staff sing songs and read stories to children throughout the day. Staff support children further by commenting on what they are doing in their play. However, on occasion, the rooms can be very noisy. For example, in the room for older children, staff speak loudly over each other. As a result, some children become louder and some of the quieter children go unheard. The baby room can be very busy at times, particularly when several new babies are settling at the same time. This impacts on the volume in the room.
• Key-person relationships are effective in helping children feel secure. Babies cuddle up with their key adults and they thrive from caring relationships. Older children seek familiar adults when they need reassurance and comfort. Staff support children with their daily routines and care needs. For example, babies are talked through each part of having their nappy changed and older children use the tissue station as they learn to clean their noses independently.
• The nursery provides freshly cooked and healthy meals and snacks throughout the day. Mealtimes are sociable occasions in all rooms and staff encourage children's independence. Older children serve their own food and pour their own drinks. Babies and young children learn to feed themselves. Staff give clear and consistent messages to children that support healthy choices. Children are taught about the importance of limiting screen time and staff suggest other activities the children can do at home.
• Children have formed good friendships with each other. Staff encourage them to share, take turns and wait for their go in games, such as musical chairs. Staff recognise and celebrate the diversity of children and families at the nursery. However, there are fewer opportunities for children to explore communities beyond this.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff with responsibility for supporting children with SEND are committed to collaborating with parents and other professionals to ensure that children receive targeted support.

What the setting must and should do next

The provider should:

• reduce the noise levels within the environment
• support children to explore similarities and differences between different peoples, faiths and cultural communities.