Helen Howes Private Day Nursery

What is it like to attend this early years setting?

Children are happy and excited to learn at this caring and nurturing, family run nursery. Leaders and managers plan an environment to encourage children to be inquisitive learners. Babies enjoy exploring sounds as they shake the musical instruments. Staff encourage older babies to learn about cause and effect as they kick a balloon. Older children concentrate as they pour water from one container to another. Children are involved in their play and make good progress. They display a positive attitude to their learning.

Staff build positive relationships with children and families. They gather information from parents before babies start. This means staff can get to know babies quickly and help them settle when they first start. Babies use the familiar adult as a source of comfort. Children enjoy talking and playing with staff. They ask for help when needed. Children feel safe and secure. Staff have high expectations of children's behaviour. They teach children the rules of the nursery. Children's behaviour is good.

Children have regular opportunities to develop their independence skills. Staff encourage children to feed themselves from an early age. Older children learn to put their own coats on. They take their shoes off and look for their slippers in their tray. They begin to pour their own drinks at breakfast and snack times. Children develop the skills they need when they move to school.

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

• Leaders and managers plan an ambitious curriculum for all children. Children build on what they know and can do. For example, babies become confident crawlers. They then build on these skills as they begin to walk. Staff encourage older babies to use the climbing frame to build their strength. Children skilfully run and jump off objects in the outdoor environment. They are confident movers.
• Children develop a love of stories, songs and rhymes. Staff sing songs and rhymes with children. Children tap their knees along to the music. They enjoy listening to stories. Staff ask questions and encourage children to talk about the story. Children sit and 'read' a story to themselves. However, staff do not always consider the environment when reading stories. For example, staff share a book with younger children while music is playing next to them. This does not support children to listen effectively.
• Staff support children's language development. They introduce new words as young children play. For example, when playing with animals, babies say 'moo' and point to the cow. Staff model the word 'cow' and the babies repeat the word 'cow'. Staff speak clearly and model language well. They comment on what children are doing. Children are confident communicators.
• Staff are respectful to children. They ask children if they can change their nappies. Staff talk to children and sing songs as they change them. They are respectful of their dignity when changing their nappies. However, sometimes staff do not always ask children if they can wipe their noses. Staff sometimes do this for them without asking. This does not allow children to learn about their personal needs.
• Staff teach children about the rules and routines of the nursery. They explain to children that it is tidy-up time before going out to play. Children stop and listen and help to put their toys away. Staff help children to keep themselves safe. They explain why children cannot stand on the chair; in case they fall. Staff encourage children to help sweep the floor, so that they do not slip.
• Staff support children with special educational needs and/or disabilities (SEND) effectively. They work well with outside agencies to ensure children meet their targets. Leaders and managers use additional funding to meet the individual needs of children. Children with SEND make good progress.
• Parents speak positively about the nursery. They comment that staff are nurturing and caring. Parents value the pictures and 'wow' moments that staff share on the online app. However, staff do not always ensure parents know children's next steps. Leaders and managers provide home learning bags. However, this is not yet embedded. Parents do not always know how they can support their child's learning at home.

What the setting must and should do next

The provider should:

• consider the effect background noise has on children's developing listening skills
• support staff to consistently enable children to do things for themselves, to promote children's personal development to a higher level
• strengthen the information already shared with parents to ensure all parents know and understand children's next steps and how they can support learning at home.