Fun Box Day Nursery

What is it like to attend this early years setting?

Children separate from their parents well and receive a warm welcome from staff. They play with their friends and explore the range of available activities. Children feel safe and secure at the nursery and are independent in their play. They behave well with staff, who set clear boundaries and expectations to help them stay safe.

Children make good progress in their learning and development, as staff understand how to provide a broad and balanced curriculum. This successfully builds on children's previous experiences. For example, children learn how to make their own vegetable soup. They show positive attitudes to learning as they persevere, using small knives to cut up their ingredients. Children talk about the texture and where the vegetables grow. They excitedly guess the shape of the stock cubes and learn the names of new, unusual vegetables, such as butternut squash. Children later enjoy the soup for afternoon tea.

Children enjoy listening to stories and taking part in small-group, adult-led activities. They develop their communication and language skills as they take turns and contribute to discussions. Children confidently interact with staff, each other and visitors. All children, including children with special educational needs and/or disabilities (SEND), make good progress from their starting points.

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

• Leadership and management is strong. Managers have met the recommendations from the previous inspection and share a clear vision for the future. Staff receive regular supervision, which concentrates on their professional development needs. They receive five targeted training days a year. As a result, staff have increased their knowledge to support them to fulfil their roles and responsibilities. Staff report that workloads are manageable and they have high levels of positive well-being.
• Managers support newer staff members to reach their potential by offering guidance, coaching and direction. They sensitively suggest ideas to help these staff develop their practice. For example, staff engage children in spontaneous singing of 'Five currant buns'. Managers notice that children want to run as they sing. They support the staff member to combine both experiences. As a result, children engage in meaningful action songs where they can join their physical development and language skills.
• Staff provide a broad and balanced curriculum, building on what children know and can do. They provide opportunities for the children to develop in all areas of their learning. Regular group activities and story times focus on children's communication and language skills. Staff plan regular outings with the children, taking them to local facilities such as the library and duck pond. This helps to develop children's understanding of the community in which they live.
• Managers know the children incredibly well and partnership working with other agencies is very good. They develop strong links with many professionals to support children's well-being. Effective partnerships with local schools ensure smooth transitions when children move on to the next stage in their learning. For example, they are very proactive at calling key professionals together. They put in place plans for children who may need additional support when starting school. As a result, all children, including children with SEND, have their needs met.
• On the whole, children are independent in their play and recognise how to care for their own personal hygiene, such as washing their hands and wiping their noses. However, staff are not consistent in their approach and there are times throughout the day, such as during meals, where staff complete tasks which children are more than capable of doing for themselves.
• Parental partnership is effective. Parents say they know their children's key persons and what they are focusing on to support their children's learning and development. The management team has put effective systems in place to ensure that parents receive regular information about their children's progress.
• Children demonstrate high levels of concentration during activities and experiences of their choosing. For example, children spend extended time planning and carrying out their role-play ideas, such as providing an imaginative spread of food and drink for all the staff, friends and visitors to enjoy.

What the setting must and should do next

The provider should:

• support staff to further develop children's independence skills consistently throughout the day.