Happy Nursery Days

What is it like to attend this early years setting?

The dedicated staff team has made several changes and improvements since the last inspection. The team has successfully met all actions raised and the outcomes for children have improved. As a result, children make good progress in their learning and development from their starting points.

Staff implement a stronger focus on supporting children's communication and language skills. They read the book of the week during daily group story sessions, which children actively join in, showing they have built their knowledge of the storyline. Staff ask children questions about the story, enabling them to anticipate what they think will happen next. Older children confidently express their thoughts and feelings as they talk about the story. Staff extend children's learning further as they discuss how to grow their own fruit and vegetables.

Children have good relationships with staff and each other. They are building strong friendships and learning to play cooperatively. Staff give babies lots of cuddles, which helps them feel safe and secure. Children actively join in the daily routines and help tidy away toys after use. They are supported well by staff in learning to share and take turns during play. For example, children share puzzle pieces and complete the puzzle together and take turns to use bikes. As a result, children behave well and become engrossed in their play.

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

• Staff have worked closely with the local authority early years advisers to review and improve the curriculum they offer. They have made changes to the learning environment and reviewed methods of planning and assessment. Staff show a good understanding of the individual learning needs of the children in their key groups. Weekly activity plans now clearly identify what staff want children to learn next. This ensures children's learning is targeted to help them make the best progress.
• Staff make regular observations of children's progress and complete progress assessments, which are shared with parents on a regular basis. Staff have recently begun using an online app to record and share information with parents about their children's progress and events of the day. However, the procedures for completing the progress check when children are aged two years are less well organised and records are not easily accessible to staff and parents.
• Children participate in activities that help them learn about a variety of cultural festivals and celebrations. Staff know about the languages that children use at home. However, they could do more to enhance opportunities for children to use their home languages during play to further strengthen their communication skills and help all children learn more about their similarities and differences.
• Babies show confidence as they climb the steps and go down the slide independently. They respond appropriately when staff remind them to wait until the other child has got off the slide before they go down so that no-one gets hurt. This helps them to learn about risks and how to play safely.
• Children benefit from a balanced healthy diet. Mealtimes are relaxed as children sit with staff and talk about the events of the day. Children develop their personal independence as they follow the mealtime routines well. They know to wash their hands before and after eating. Children find their own water bottles, make choices of the foods they like, and scrape their plates when they are finished. This creates a calm and sociable atmosphere.
• Parents say that their children have settled quickly and are happy and that staff meet their individual needs well. They say that their older children are well prepared for school. Parents appreciate the information staff share about their children's day and like coming into the nursery to join in special events relating to festivals.

What the setting must and should do next

The provider should:

• strengthen procedures to complete the progress check when children are aged two years and review how the assessment records are maintained so they are easily accessible to staff and parents
• enhance opportunities for children to use their home language during play to further promote their communication skills and all children's awareness of their similarities and differences.