Good Foundations Day Nursery

What is it like to attend this early years setting?

Staff thoughtfully plan activities based on children's developing interests. For example, pre-school children work with staff to identify animals who live in different environments around the world. Staff pose children questions, helping them recall which animals live in deserts, oceans and on farms. Children carefully consider which animal they would like to draw and their chosen environment. Staff present children with different mark-making materials, and help them hold their pencils and crayons correctly. This helps children practice the skills they will later need for early writing. Toddlers enjoy making marks. Staff model how to 'stamp' toy animals' feet in paint and 'stomp' the animal across the paper. Children are introduced to new vocabulary, such as hooves, claws and paws, as staff help them identify these on their animals.

Staff provide opportunities for children to develop their independence skills. Older babies are supported to safely sit at the table and use cutlery to eat lunch. Toddlers are encouraged to put their shoes on for outdoor play, where staff provide a helping hand where needed. Pre-school children clear away leftover food and help staff tidy away resources. Children show kindness to others. For example, toddlers help their friends turn on taps for hand washing and hold the bin open for others to put used paper towels in. Staff praise them for their help, which sees children beam with pride.

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

• Staff develop positive relationships with parents. Parents say staff are flexible and provide support and guidance to help ensure their children have a positive time at nursery. Parents state their children are developing social skills and are making new friends. They appreciate the additional support staff have sought from other professionals within the local community. This includes for children with special educational needs and/or disabilities.
• Children have multiple opportunities to develop their muscle strength and coordination skills. Staff supervise toddlers as they navigate large climbing apparatus. Children carefully climb the steps, cross the bridge and come back down the slide. Babies confidently crawl, pulling themselves up the standing using play equipment as staff safely supervise them. Children focus as they carefully walk along beams and stepping stones. Staff help less confident children, advising them to stretch out their arms to help them balance.
• Staff provide children with healthy meals and snacks. Children are reminded to drink water throughout the day, and staff explain the importance of hydrating their bodies. However, mealtimes are not always well organised. Children become restless due to the length of time they are left waiting. To this end, some children attempt to leave the table while others appear bored, fidgeting on their chairs and playing with their cutlery and dirty plates.
• Generally, children behave well. Staff encourage children to use their manners and take part in group activities. However, staff do not always help toddlers and pre-school children understand what they expect of them. For example, when children take toys from others, staff do not address this appropriately. To this end, children think it is acceptable to take toys from their friends, which makes them repeat the unwanted behaviour.
• Staff help children's growing language and communication skills. Older babies shake rattles and rainmakers while staff encourage them to listen to the sounds. Younger babies enjoy turning the pages of board books and feeling the textures in touch-and-feel books. Babies babble as they look at the pictures while staff talk about what they can see. Toddlers and pre-school children take part in group story time. They listen intently as staff read to them and provide time for the children to suggest what might happen next. This helps children develop a love of books.
• Recent management changes have seen positive changes within the nursery. The manager ensures staff undertake professional development opportunities to enhance their knowledge and practice further. However, while the manager has started to implement supervision, coaching and mentoring, these are still in their infancy. The manager recognises that some staff are less confident and, consequently, there are inconsistencies in staff interactions with children.

What the setting must and should do next

The provider should:

• improve the organise of mealtimes, so that children do not have to wait unnecessarily
• support staff consistency when dealing with minor behavioural issues so children learn what is expected of them and the impact of their actions on others
• strengthen staff practice to ensure that all children experience high-quality interactions to build further on their existing skills and knowledge.