Footprints Day Care

What is it like to attend this early years setting?

Children are happy and confident at this home-from-home nursery. They separate from their parents with ease and are keen to seek out their friends. They approach the kind and caring staff for support when needed. Children have developed secure friendships. For instance, they enjoy engaging in role play, talking about the characters they are going to be and listening to their friends' ideas and suggestions. Children show determination to do things for themselves and to learn new skills. For example, when outside, children persevere with the exercise hoops, trying to balance them on their hips to swing them around. Staff provide children with encouragement and praise. This further promotes children's determination to master a new skill.

The curriculum is well planned and embedded across the nursery. Staff understand what they are teaching children and why. The staff and managers regularly meet to discuss the opportunities provided for children, and the impact this is having on their learning. They frequently revisit learning to check the children's knowledge and understanding. The curriculum currently has a focus on children's communication, independence and confidence to see to their own care needs. This is in preparation for their transition to school. Staff know the children well.

Children's behaviour is good. They know the rules, which are well embedded. Staff are consistent with their messages regarding the expected behaviour. This supports children in making the right choices. For example, children remind their friends of the rules, such as walking when indoors. Staff are positive role models for children. The environment is busy but calm, and children show a positive attitude towards their learning.

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

• The managers inspire staff with their passion and drive for all to achieve. They maintain a clear oversight of the activities throughout the nursery and the quality of teaching. This helps to provide consistency for staff, children and their families. Managers regularly spend one-on-one time with each member of staff, to discuss their skills and areas for improvement. They provide ongoing support and offer training to further staff's professional development.
• Staff consider how the environment supports children's early writing skills. The environment is equipped with materials, and staff regularly support children in making marks and recognising their meaning. For example, when children are painting they select pencils to write their name on their work. Staff speak to the children about the letters they have formed and the initial sounds in words. Furthermore, when outside, children use clipboards and pencils to draw what they are seeing in the environment. This teaches children about the usefulness of mark making and writing.
• Staff prioritise supporting children's communication and language skills. They consistently talk and interact with children. They use key words relating to the topic they are exploring or children's current interests. Furthermore, books, songs and rhymes are used to support language development throughout the day. For example, children have favourite books, which they sit and enjoy with staff in calm, cosy areas. They confidently repeat key words from books. Staff use skilful questioning to assess children's understanding, encouraging them to express their opinions and ideas.
• Routines of the day are well embedded. For example, all children come together for a group snack time. They understand what is expected of them and follow these routines with ease. However, group times often require children to sit and pay attention for extended periods of time. Most children lose concentration, or are called away for care routines such as handwashing, which also distracts others. As a result, some children do not benefit from the intended learning during these times.
• Children with special educational needs and/or disabilities (SEND) are well supported. The knowledgeable special educational needs coordinator (SENCo) and her team work well together. They devise plans and next steps in conjunction with outside professionals. This ensures children are provided with the level of support they need to progress. The SEND team closely monitors children. They provide regular support to their key person and parents. Referrals are made in a timely manner to ensure children get the support they need. Staff who work specifically with children with SEND are skilled at implementing plans and proudly speak about the progress children are making.
• Parents receive regular information from their child's key person regarding their child's development and next steps in learning and the curriculum. They are warmly welcomed into the nursery and are provided with ample opportunities to speak to staff. Furthermore, parent questionnaires provide opportunities for parents to share their thoughts and ideas on improvements, which are actioned by the management team.

What the setting must and should do next

The provider should:

• review and improve the arrangements for group times to more effectively support children's engagement and learning.