Footsteps Nursery Fazeley

What is it like to attend this early years setting?

There is a calm and happy atmosphere at this nursery. Children are settled and enjoy the time they spend there. They have formed good bonds with staff and friendships with their peers. Staff are kind and caring and respond well to children's emotional needs. Staff in the baby room offer cuddles and comfort to babies when they need reassurance. Children behave well and play cooperatively with each other. Staff offer children frequent praise and encouragement. This helps to develop their self-esteem and confidence.

Children of all ages are eager to explore the environment, both indoors and outside. Babies enjoy snuggling close to staff when listening to stories and joining in with songs and rhymes. Toddlers use their imaginations as they play with the dolls, pretending to settle them down for a sleep. Older children show curiosity as they explore the forest school area and hunt for worms to add to their new wormery. As a result, all children, including children with special educational needs and/or disabilities (SEND), make good progress in their learning. They are gaining the skills they need to help prepare them for their next stage of learning.

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

• Staff have a good understanding of how young children learn and develop. They continually observe children and monitor their progress. Staff get to know the children well and use this information to plan an ambitious and challenging curriculum. Children readily join in with the good range of activities and experiences on offer. However, there are some occasions when background noise and unnecessary interruptions impact on children's ability to fully concentrate on their learning.
• Children with SEND have appropriate support in place. The special educational needs coordinator is passionate about supporting all children to make as much progress as they are capable of. She works closely with staff and other professionals to ensure the right support is in place for each and every child.
• Children's communication and language development is given a high priority in the nursery. Staff working with all ages use stories, songs and rhymes to help children to listen, learn new words and contribute their thoughts and feelings. Staff engage children in interesting and meaningful conversations and discussion. The sound of happy, chatting children can be heard throughout the nursery.
• Parents are delighted with the service provided by the managers and staff. They express their complete satisfaction, explaining that they would and have recommended the nursery to other parents. Parents value the amount of information staff share with them about their children's learning. They say that their children really enjoy attending and that the staff are kind and caring.
• Children develop their independence. They respond well to requests from staff. For example, toddlers help to tidy away the toys before mealtimes. Pre-school children confidently clear away their plates and cutlery when they have finished eating. Children are encouraged to take care of their own self-care needs, getting a tissue from the 'sniffle station' to wipe their nose when needed.
• Staff support children's transition to the next room with support and reassurance. Children move to the next room when they are developmentally ready. Key persons provide sensitive encouragement and praise to help children mix with others during play.
• Children's good health is promoted well. They are provided with healthy and nutritious meals and snacks prepared by the on-site cook. Children's individual dietary needs are taken into account. Children have frequent opportunities to be active in the outdoor environment, where they benefit from fresh air and exercise. Good hygiene routines are followed. Children routinely wash their hands at appropriate times, for example before eating, after being in forest school and after using the toilet.
• Staff feel supported by leaders and managers. They benefit from regular supervision meetings and ongoing training to help build on their already good skills and knowledge. New staff are offered appropriate support and inductions to ensure that they are aware of their roles and responsibilities.

What the setting must and should do next

The provider should:

• further support children's ability to concentrate and become fully engaged in their learning without distractions.