Gingerbread 2 Nursery

What is it like to attend this early years setting?

Pre-school age children laugh with delight as they sneak up behind a member of staff and shout, 'peek-a-boo'. Staff in the baby room know that children enjoy playing with small-world animals. Babies notice that the sand pit has been brought out. They walk quickly to this and play with their favourite animals that have been placed on the sand. Babies confidently tell adults the names of the animals and the sounds they make. At lunchtime, toddlers know that some foods might be hot. They know to blow on their food to cool this down and ask staff for support in doing this. Staff describe to the children what they need to do so that they learn to keep themselves safe as they eat.

Children concentrate on the exciting activities that staff have set out for them. Babies keep trying as they place shapes in a shape sorter, and continue to try as they move the sorter upside down. Staff are responsive to children and give them responsibilities. For example, pre-school children enjoy holding the door for their friends as they go outside to play. Babies start to help staff to sweep up spilled sand. Staff notice this and show them how to use a dustpan and brush so that they can help. Pre-school children hear and use complex vocabulary, such as the word 'fragrant' when talking about the scent of a flower.

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

• Staff know it is important that children become good communicators. When toddlers say 'huh', staff correct them and tell them that the correct word is 'pardon'. At lunchtime, staff talk to pre-school children in full sentences, asking them if they would like pasta. Staff learn songs such as 'heads, shoulders, knees and toes' in different languages so that babies who speak English as an additional language hear simple, single words in their home language.
• Leaders recently introduced a meditation session for the pre-school age children. This helps to support children's concentration and listening skills ready for the next stage in their learning. Children focus and follow staff's instructions as they are told how to control their breathing. They persevere as they copy difficult arm movements to strengthen their muscles. On occasions, staff do not offer support for those children who find the movements too challenging.
• Staff know the children well and understand what they want children to learn next. The rooms are set out with interesting resources that support children's all-round development. Staff ask babies to dance as they listen to music to support their physical development. Toddlers start to develop strength and control in their arms as they hold a paintbrush and paint a picture. Pre-school age children are asked to find their name and picture and register their attendance, to support their pre-reading skills.
• The nursery has a designated member of staff who supports children with special educational needs and/or disabilities (SEND). This member of staff works alongside other staff and completes observations of children to help identify any concerns regarding development. Staff work alongside other agencies and follow suggestions that are given.
• Staff are good role models and remind children to say 'please' and 'thank you' throughout the day. Children are praised by staff for their achievements. They are gaining a sense of self-esteem and are keen to share with their friends when they have done something they are proud off. For example, children shout out, 'I got it' as they successfully touch their toes during an activity. On occasions, children who are upset are not supported by staff to understand why they are feeling this way.
• Staff support children to be independent. They encourage babies to pick a piece of apple from a bowl and hold this themselves to eat. Toddlers are asked to go and wash their hands before lunch. A member of staff stands close by to offer support. Pre-school age children serve themselves lunch. They take turns waiting for their friends to scoop the pasta from a large bowl onto their plates.
• Leaders have recently recruited a new manager and a new deputy at the nursery. The new manager has updated the current process for one-to-one meetings with staff and has plans to observe staff practice even further. While staff have had regular meetings, the targets that they were set are not always specific enough to support them to develop knowledge and skills.

What the setting must and should do next

The provider should:

• support staff so that they to know how to engage all children in larger group activities
• strengthen staff's knowledge about how to help children recognise and manage their own feelings
• strengthen meetings with staff to ensure they are aware of their roles and responsibilities.