Flower Pots Day Nursery (Boxmoor)

What is it like to attend this early years setting?

Children demonstrate they feel happy and safe in this nurturing environment. Babies hold their arms out to their key person who greet them affectionately. Older children are excited to arrive and chat enthusiastically to the manager and staff.

Children demonstrate high levels of independence. Staff encourage this by supporting children in completing age-appropriate tasks. For example, toddlers change their clothes and put on shoes with minimal help from staff. Older children are encouraged to assist in planning and preparing activities. They confidently cut rolls of paper with scissors to construct a large canvas to paint on.

Children of all ages enjoy a language-rich environment. Babies giggle with delight at the songs staff sing to them throughout the day. Older children enjoy sociable mealtimes. Staff sit with children and use this as an opportunity to discuss the activities they have enjoyed during the day. Children are encouraged to explore new and descriptive language at every opportunity. For example, when they eat their dessert of fruit, staff role model words such as 'sour' and 'sharp' to describe the taste of oranges.

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

• Staff support children's mathematical development particularly well across the nursery. Babies and toddlers delight at counting and popping bubbles. Older children explore more complex mathematical concepts during activities. For example, children are thoroughly engaged in a painting activity. When they get paint on their hands, staff encourage them to make hand and fingerprints on paper. Children discuss who has the largest hands before placing the prints in size order.
• Staff support children's transitions through the nursery very well. Children and their key person spend sessions in their new rooms before they move. They become familiar with their new environment and routines. This enables children to settle swiftly and progress well. Children in the classroom area identify their names on pegs and hang coats and bags up independently. This prepares them for the routines of school.
• The manager and provider reflect well on the nursery and are committed to enhancing the provision. The manager closely monitors the changing needs of all children. She uses this information to make well considered adjustments to the running of the nursery. For example, children in the classroom area are being taught by a qualified teacher. This supports their learning and development in preparation for starting school.
• Staff work hard to develop strong relationships with families. Parents attend settling-in sessions with children. Staff use this an opportunity to gather essential information about children's early experiences. They use this to plan activities to support their learning. Managers and staff work hard to establish effective methods of communication with parents. They use electronic journals and parents attend regular stay-and-play sessions to share information about children's progress.
• Children with special educational needs and/or disabilities (SEND) are well supported in the nursery. Robust assessments ensure staff are swift to identify when children need additional support. Staff work closely with parents and other professionals to support the progress of children with SEND.
• Children behave well in the nursery. They are kind and considerate to one another, taking turns in activities and supporting their friends in tasks. Staff are good role models. They consistently demonstrate good manners and are respectful towards adults and children.
• Parents speak highly of the dedicated manager and staff. They particularly value the close relationships staff build with families. Parents deeply appreciate the guidance and support staff provide in challenging situations. For example, staff develop and share resources, such as reward charts with parents. This provides children with a consistent approach to behaviour management.
• Staff supervise children well in activities. They engage with children, asking them age-appropriate questions to support their development. For example, children are making collages in the extensive craft area. Staff encourage them to identify the colours of feathers and count the stickers they use. However, staff do not always allow children to fully explore activities independently to extend their learning.

What the setting must and should do next

The provider should:

• support children's independent learning further by adopting a more flexible approach in planned activities.