Flourish Day Nursery

What is it like to attend this early years setting?

Children's personal, social and emotional development is central to the ethos of the setting. Children who are new settle exceptionally well. There are flexible arrangements, so children receive a tailored approach to help them settle. As a result, all children build secure relationships with staff in the setting and excitedly seek out their key person when they arrive. Younger children's intimate care routines provide time for them and their key person to continue to develop these relationships. Children laugh and smile as staff sing to them while changing their nappies.

Children develop independence. They complete small tasks that help them to develop practical skills, such as washing their hands, pouring drinks and clearing up after themselves. Children respond to staff's extremely high expectations for their behaviour. They learn what staff expect of them and the reasons why. Children respond to staff who speak to them in a calm and consistent manner, helping them to understand. For example, during small world play, children learn that being careful with home-made resources means they will be able to play with them for longer. Children across the setting learn how to share and take turns because staff constantly role model and encourage this through praise and reward.

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

• The manager has a clear and ambitious vision for the setting. He demonstrates a clear understanding of children's experiences outside of the setting and what staff must do to build on these. For example, the manager and staff know that many children may not have access to an outdoor space at home. As such, they ensure all children make use of the garden area daily and visit areas in the local community on a regular basis.
• The manager designs the curriculum around the staff's knowledge of what children already know and can do. Staff use this and the children's individual interests to plan enjoyable and exciting activities that they are eager to join in with. For instance, staff know that some children have a strong interest in transport. So, they provide a range of opportunities across the seven areas of learning that involve the use of cars and vehicles.
• All children, including those who have English as an additional language or may have special educational needs and/or disabilities, make good progress in their learning. All staff use effective assessment to monitor children's progress. Staff are well equipped to plan extensions for children's learning and development.
• Sometimes, staff overly direct creative activities. For example, in these instances, staff tell children whether they have enough glue to stick their artwork together. This occasionally limits children's exploration and their ability to find solutions for themselves.
• Staff promote equality and diversity extremely well. They focus discussions on topics that help children understand the world around them and prepare them for life in modern Britain. Older children learn about the range of family types in their local community. Staff talk to them about families who have only one parent or where both parents are the same gender. Toddler and pre-school children celebrate their similarities and differences as they talk about their family and cultural values.
• Leaders and the manager have a strong focus on professional development. They provide staff with a wide range of training opportunities that help them to develop their teaching practice. In addition, the manager does not overburden staff with excessive amounts of work. Staff feel valued and well supported in their roles.
• Parents speak very highly of the setting. They value the communication they receive from staff and feel involved in their children's learning. They receive support and guidance from staff to help support their children's development, such as potty training at home. Leaders and the manager arrange open mornings where parents come into the setting and share their children's learning experiences.

What the setting must and should do next

The provider should:

• enhance staff teaching to help children have more freedom to decide how to use materials to experiment, explore and fully express their creativity.