Happy Hours Day Nursery @ Biddulph

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this inviting nursery. Welcoming staff greet children and parents as they enter. There is a strong focus on supporting children's communication and language, which is evident in the buzz of chatter around the nursery. Staff make good use of songs and stories to encourage children to practise speaking. Staff are animated storytellers and add interest with different voices and tones. This ignites the children's curiosity, and they engage and listen. Staff use guidance and assessment tools to identify any gaps in children's language. They use this information to plan activities and make referrals to other professionals. This helps children to get the early and ongoing support they might need.

Children are physically active. Staff support young babies to practise their walking. There is lots of space for them to move freely and explore. Older children enjoy sports lessons and exercise. Staff regularly praise children and their hard work. As a result, children are growing in confidence and building their self-esteem. Staff know the children very well and they plan precisely for their learning. They provide children with a wide range of activities and resources that consistently motivate them to play and learn. All children, including children with special educational needs and/or disabilities, make good progress in their learning from their various starting points.

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

• The manager has clear intentions for children's learning. There is a rich and varied curriculum that builds on what children already know and can do. Staff gather valuable information from parents about children that helps them to understand their likes and interests. They use this knowledge to focus activities and lead the children's learning. As a result, children show a positive attitude to learning and are keen to know more. However, sometimes during questioning, staff do not extend and challenge children's learning even further. This means some children do not make the highest progress they are capable of.
• Leaders are passionate about providing children with the best early years experience that supports their future learning. Funding is used effectively to help close any gaps in children's knowledge. Leaders consider how all children can participate in new activities, such as trips to the seaside. This supports all children to broaden their knowledge of the world around them.
• The quality of teaching is good. Staff give children choices about what they would like to do next. Activities are interesting and stimulating. However, sometimes, when planning and setting up an activity, staff do not fully consider how they can improve children's engagement and make it accessible for everyone. For example, children squeeze around a small table to play with puppets and listen to a story. They begin to argue and push as they try to find space. As a result, some children move away and lose interest.
• Staff say that they feel well supported in their roles, and morale is good. They receive regular supervision and feedback from the manager. There is a focus on their well-being. Staff work well as a team. They deploy themselves effectively to keep children safe, including during mealtimes and when children are playing outside. Staff regularly complete head counts as children move around the nursery, which ensures they are accounted for. Older children enjoy joining in with the counting. Such practice ensures children learn and play in a happy, safe environment.
• Staff get to know the children and their families very well. Leaders pride themselves on building long and trusting relationships from their very first meeting. Graduated and tailored settling-in sessions support children to feel secure in their new environment. Children approach staff for cuddles, and staff always respond with warmth and kindness. This helps to build a nurturing, home-from-home ethos in the nursery.
• Mealtimes are sociable. Children from different age groups join together in a dining room to eat and chat. Children are learning independence as they pour their own water from a jug and begin to feed themselves. Staff praise their efforts and prompt the use of 'please' and 'thank you'. Staff set children clear boundaries and expectations for behaviour. Consequently, children are learning good table manners and are being well prepared for their next stage in education.

What the setting must and should do next

The provider should:

• build on staff's teaching practice so that they understand how to extend and challenge children's learning even further
• enhance the planning and organisation of some activities so that all children can easily participate.