Flower Pots Day Nursery (Chaulden)

What is it like to attend this early years setting?

Children show high levels of happiness and joy as they arrive at this vibrant setting. Staff welcome children with radiant smiles, which helps children separate from carers with ease. Relationships between staff and children are respectful. Staff approach children before changing nappies and explain where they are going and what is happening. They help children to develop emotional security as they chat kindly and sing to children during intimate hygiene routines.

Leaders ensure that children are settled and ready to learn through the comprehensive settling arrangements and key-person approach. Children show secure attachments to their key person and others. During play, children express positive emotions as they laugh infectiously and engage in joyful play with kind and caring adults. Children radiate joy and happiness.

Staff manage children's behaviour well. When children have minor disagreements, staff intervene and remind them about being kind and taking turns. They praise children for making positive choices and are helping children to develop their understanding of a range of feelings. Children are beginning to develop self-regulation skills and understand how their actions make others feel. As a result, children's behaviour is very good. Children demonstrate good table manners. They engage in social conversations and remember to say please and thank you.

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

• Leaders have developed a curriculum that supports children to gain essential skills and knowledge for the future. Staff understand what it is they want children to learn next and provide opportunity for children to make progress.
• Children who are disadvantaged are well supported by staff, who genuinely care about the progress children make. There are plans in place to help close gaps for children with special educational needs and/or disabilities. Effective partnerships and secure attachments between staff and children mean that children make the progress they are capable of.
• Staff use mathematical language during the day. They count blocks with children and describe how their castle is 'tall'. At snack time, children are encouraged to count the number of pepper slices they serve themselves.
• Staff engage warmly with children. They chat to them and ask questions about their play. The youngest children experience interactions that help them to be curious and explore their surroundings. For example, they develop their senses through fruity water play. Older children access a range of learning experiences that support their interests. However, staff's questioning does not always help extend their thinking or stretch and challenge children's ideas.
• Children show high levels of energy as they engage in physical play. They show enjoyment as they play catch and kick games with balls. They laugh infectiously when adults chase them to retrieve the ball. They demonstrate strength, balance and coordination in their play. They also show a regard for the rules of the game and working with others.
• Children show increasing independence as they serve their food and manage personal hygiene. Staff support children with positive praise when they achieve tasks for themselves. This helps boost children's well-being and confidence to try new things.
• Parents commend the setting for how well they care for children. Parents feel valued and appreciate the information they receive about their children and the progress they make.
• Leaders use evaluation well. They are aware of areas for development and take steps to remedy these swiftly. Regular supervision and room observations ensure that staff receive regular feedback and access relevant training to improve their practice.
• Children learn about their community. They recognise local landmarks that are also displayed in the setting, They use these to discuss their experiences, such as when they visit the canal and local moor. Children learn about emergency services through topics, such as people who help us.

What the setting must and should do next

The provider should:

• support staff to be able to use a range of questioning techniques that support children to develop their thinking skills, promote enquiry and broaden knowledge, particularly for older children who are in mixed-age groups.