Garforth Day Nursery

What is it like to attend this early years setting?

Children arrive happy, having formed strong bonds with dedicated and caring staff. Before children start, staff invest time getting to know them and their families. As a result, children enter the setting ready to engage in their learning. Staff use the story 'The Colour Monster' to help children understand how they are feeling. Staff have high expectations for children's behaviour. There are golden rules in place which are reinforced throughout the day. For example, staff remind children to use their 'walking feet' inside, offering a consistent approach.

Children benefit from a range of trips in the local community. For example, staff take small groups of babies, in pushchairs, to visit some nearby horses. The nursery invites external specialists into the nursery to teach children new skills. For example, children benefit from regular visits from a sports and wellness coach.

Staff complete regular assessments. This enables staff to identify any gaps in children's knowledge and plan a range of engaging activities to support children's next steps. Staff share assessments with parents and, if necessary, other professionals. This enables staff to put specialist support in place if required. Children make good progress in each room as they move through the nursery.

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

• Staff and leaders have created a well-sequenced curriculum, which builds on children's skills as they move through the nursery. Staff plan a range of activities and learning opportunities within daily routines. For example, children cut their own fruit for snack and pour their own drinks. This helps children to become independent alongside supporting their physical development.
• Staff support children's communication and language skills effectively. Staff model a range of words that children may not have heard before. For example, within an activity staff model words, such as 'ingredients' and 'cinnamon'. Staff engage in meaningful conversations with children about their own experiences. This further supports their language.
• Children of all ages engage in a range of stories and rhymes. Babies excitedly move their whole bodies and join in with actions to well-known nursery rhymes. Older children listen intently to stories that are read enthusiastically by staff. This helps to develop a love of reading and books.
• Generally, staff support children's behaviour well throughout the nursery. Targeted support is in place for children who require additional support in managing their behaviour. Some staff use visual aids to remind children of the expectations and to make good choices throughout the day. These are effective when used. However, all staff do not have access to the visual aids. This means this strategy is not consistently used.
• Staff are attentive to children's personal care needs. They remind children to use the 'sniffle station' when required and teach children to wipe their own noses. Staff support children to develop an understanding of good hygiene practices. For example, they teach children the importance of washing their hands before meals.
• All children are allocated a key person and a secondary key person to support in their absence. Staff know children well and how to support their well-being. Settling-in sessions take place to support children when they first start and detailed information is gathered from parents. However, a child's key person is not always present during these settling-in sessions. Therefore, some children do not settle into nursery as quickly as they could.
• Leaders and managers are dedicated and have clear development plans in place for the nursery. They regularly reflect on the nursery and strive to make improvements where possible. Leaders gather feedback from parents, who are happy with the care and education their children receive. Parents recommended the nursery to others. They value the communication they receive from the nursery.
• Leaders monitor staff practice and put in place effective support to develop staff in their roles. For example, staff have access to a range of training courses and supervision meetings to discuss their role. Staff are well supported throughout their probationary period when they first start. Staff report high levels of well-being.

What the setting must and should do next

The provider should:

• ensure strategies to support children's behaviour are consistently implemented
• strengthen the settling-in process to ensure these meet the needs of all children.