Fun Frogs Day Nursery Ltd

What is it like to attend this early years setting?

Children skip happily into the nursery on arrival. They benefit greatly from the interesting and meaningful learning experiences that staff provide. For example, children learn about the life cycle of a butterfly through stories and discussion with staff. Children observe real butterflies closely. They gasp and squeal with excitement as staff help them to release the butterflies which they have helped to hatch. This supports children's curiosity and wonder about the world around them. Children with special educational needs and/or disabilities (SEND) make excellent progress because of the prompt and well-thought-out extra help they receive from staff.

Staff prioritise building caring relationships with the children. This helps children to build the trust and confidence that they need to explore and play. Staff get to know the children well through the professional and courteous relationships that they build with parents and carers. This helps staff to understand children's current interests and provide helpful learning activities.

Staff have high expectations of how children should behave. Older children know that they must wait their turn to speak when in group times. Children are kind to each other and know why some behaviours are not wanted.

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

• The provider, who is also the manager, has devised an ambitious curriculum for all children. She has identified the key knowledge that children will learn. For example, older children learn how to be independent, use numbers up to ten confidently and communicate effectively. Children also learn how to make friends and play in harmony with others.
• Mostly, staff deliver the provider's intended curriculum well. However, on occasion the provider does not help staff to know how to connect children's learning of the curriculum to what they already know. This is because the provider does not arrange for staff to learn as much as they need to about some of the areas of learning.
• Parents are happy with their choice of nursery. For instance, they are complimentary about the exceptional support that staff provide for children with SEND. Parents praise the many effective ways that staff communicate with them about their children's learning, development and transitions in nursery and to school. This helps parents to feel involved in their children's learning. As a result, children thrive at the nursery.
• Staff teach children how to persist with activities when they are faced with challenge. For example, when children throw balls towards a target, staff reflect with them about how they can be more successful in their aim. Children are resilient and motivated to keep on trying.
• Staff support children's thinking carefully. For example, staff provide children with additional challenges in some learning activities. This provokes children to think hard about how they can solve problems. Children develop a positive attitude towards learning.
• Children are provided with ample, healthy, and freshly cooked meals that are prepared by competent and qualified staff. Children know the names of the range of fruit they are served. They willingly eat this food and it gives them the energy they need to be physically active.
• The provider ensures that children with SEND receive the help they need. Staff find out about children's needs and work in close partnership with other agencies and parents. Staff adapt how they teach the curriculum to ensure that children's learning and development needs are met. Children with SEND experience success in their learning.
• The provider checks on the quality of staff's practice with children. She also ensures that staff receive regular time with leaders to discuss their personal effectiveness. This ensures that staff feel supported in their role and that they understand the nursery's policies and procedures, such as about child protection. Staff benefit from the well-being days that the provider arranges for them.
• The provider makes sure that children are protected when they sleep. Staff provide a calm, cosy area for sleeping children and regularly check them to ensure their safety and well-being. Such care practices benefit children's emotional security.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to deliver all the areas of learning effectively.