Fox House Day Nursery

What is it like to attend this early years setting?

Children are happy and feel safe at this nursery. They play with their friends and enjoy a range of interesting activities. For example, children explore Arctic animals in the heavy-duty plastic tray. They touch the real ice and say, 'It feels cold,' and 'It is freezing.' Children are learning new words and using them in their play.

Children benefit from a clear structure and routine. They play with familiar staff who know them well. Children share what they have been doing at home with staff. For example, they say, 'I went on the train with my mummy.' Staff ask the children questions and find out what they know. For example, they ask, 'What did the train sound like?' Children are able to extend their learning from home in the nursery.

Children's emotional development is well supported. They go to staff and the manager for cuddles and reassurance. Staff encourage children to talk about how they feel. When children struggle to manage their emotions, they are well supported. Children behave well and are ready to learn.

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

• The manager and staff plan a curriculum that considers the children's interests. They spend time getting to know the children well. Staff find out about what children have been learning at home. They use this to plan activities that are relevant and interesting to all children. Children are engaged and happy.
• The manager and staff find out what the children know and can do. They share this information with parents. Staff share the children's next steps with each other. All staff know what the children need to learn next. This helps children to reach their learning milestones.
• Staff plan activities that challenge the children. The children are learning to make marks. They learn the sounds in words. Children are beginning to count on their fingers and use the 'number train' to explore the value of numbers. Children are well prepared for the next stage of their education.
• Staff support children's language skills. Staff speak clearly to children. They ask questions to encourage their thinking skills and give them time to respond. Staff understand that children who speak English as an additional language may need extra support when learning new words. They plan activities that teach new vocabulary to all children. However, activities do not always closely consider the language needs of individual children to ensure they all make the best possible progress.
• Parents are happy with the care their children receive. All parents report that the information they receive about what their children are learning is clear and easy to understand. This helps parents to extend their children's learning at home.
• The manager and staff support children to learn independence skills. Children take off their shoes and coats when they arrive and find their name. When children sleep, they do so in a quiet and calm environment. When they wake up, the friendly staff greet them. Children are happy and ready to learn.
• Staff understand that children need to spend time outside. They know that this supports children to lead a healthy lifestyle and develop physical skills. However, time spent outside is sometimes too limited. Children are not always given the time they need to fully develop their physical skills outside.
• The manager and staff are reflective of their practice. They plan regular opportunities to access training to further their knowledge. This helps them to support children's learning and development.
• The manager and staff teach children about their local community. However, they have not yet planned opportunities for children to have first-hand experiences in their local area. Children's understanding of the world around them is limited.

What the setting must and should do next

The provider should:

• further develop opportunities for children's outside play
• enhance the implementation of the curriculum so that all activities are closely linked to the individual needs of all children
• develop the curriculum opportunities for children to understand their local community.