Forest Rock Day Nursery.

What is it like to attend this early years setting?

Children are happy to attend the nursery and display a positive attitude to learning. They form strong relationships with the staff, who support children's emotional well-being and self-esteem well. For example, toddlers frequently ask staff if they can have a comforting cuddle, demonstrating they feel safe and secure with familiar adults. Babies are supported to have a sense of belonging, when staff show them photos of their families and friends. Pre-school children cannot wait to share their complex building brick structure with the manager, showing pride in their achievements. They are offered lots of praise for their effort and assured if anything happens to their building that they will be able to build it back up again.

Children of all ages clearly have a love of books. They regularly bring staff a book to share with them. Babies touch the different textures on the pages in age-appropriate books. Pre-school children fetch a cushion outdoors and snuggle up to staff to listen to the story. Pre-school children are articulate and knowledgeable when, urged on by staff, they are asked to share the facts they know about volcanos. This helps to develop children's confidence to speak in front of others. Children benefit from their knowledge of the routines they follow during the day and gentle reminders that support their positive behaviour.

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

• The knowledgeable manager and her motivated staff team provide a home-from-home learning environment for all the children. They deliver a sequenced curriculum to support children's learning and the activities provided are exciting, helping children to extend their knowledge of traditions, such as Easter. For example, babies explore with interest and copy staff when they put on Easter bonnets. They use their hand-eye coordination to place pretend eggs in egg boxes.
• Staff have a very good knowledge of the children in their care. They are aware of their needs, interests and their next steps for learning. Staff know what to teach children and when. For example, they help babies to develop their physical skills and core strength by placing objects on different levels, where babies have to reach for them.
• Staff's teaching helps children to develop their knowledge and new skills in readiness for future learning. They guide toddlers to find and put on their own coats. Pre-school children collect their food and carry their plate to and from the table at lunchtime. Children are becoming increasingly independent.
• Staff provide children with good opportunities to consolidate their learning. For example, children thoroughly enjoy making potions indoors. Staff continue this activity outdoors. Children mix colours in water and proudly announce, 'Now I can do it' as they master using a syringe. However, occasionally, staff do not provide even more challenge to extend children's learning further. For example, toddlers explore and use their own imagination with dinosaurs, they independently mix water and sand. Staff do not always extend children's learning at this time.
• The nursery chef provides well-thought-out, nutritious meals for children. Each day, children are offered snacks and meals that include all their daily nutrients. Staff and the chef ensure they take extra care to know every child's dietary needs, such as food allergies or preferences. This helps to promote their good health. Children develop a very healthy attitude towards eating and keenly eat up all their lunch, going back for seconds and some ask for thirds.
• Staff occasionally support children to research information on digital devices. However, children do not have many opportunities to develop their understanding of technology and how to identify and react to potential hazards when they access the internet.
• Staff are calm and patient as they help children to learn about behavioural expectations. They plan activities to help children explore and name their emotions. For example, children look at 'emotion stones' and then look into a mirror as they try to recreate the emotion with their own face.
• Parents are very appreciative of the strong relationships and regular communication that they have with staff. They are very complimentary of the staff's work with their children. Parents comment they have noticed learning in their children that has come directly from their time in nursery, such as social skills.

What the setting must and should do next

The provider should:

• strengthen the quality of staff's interactions, so that children benefit consistently from further challenge in their learning
• help staff to expand children's knowledge of how and what to do if they identify potential hazards when using digital technology.