Humpty Dumpty's

What is it like to attend this early years setting?

The leadership team has worked extremely hard to make significant improvements to the nursery, which have had a positive impact for children and families. It has worked with staff to develop a clear, ambitious curriculum that focuses on building secure foundations for future learning. Staff focus on helping children to develop strong physical skills and to extend their communication and language skills. Children show that they feel happy and safe with staff in the nursery. They benefit from flexible settling-in sessions, and staff know how to meet their care needs effectively.

Staff have high expectations for all children who attend. They recognise areas of potential delay swiftly and speak with parents to make referrals to other professionals where appropriate. This helps to minimise gaps in children's learning, and staff tailor their teaching to ensure that children are not at a disadvantage when they start school. Parents are very happy with the care and learning their children receive. They say they feel welcomed into the nursery and staff have helped their children to be ready to start school.

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

• Staff have good relationships with children. They get to know them before they start and understand how to meet their care needs. For example, they know babies' individual routines, such as their sleeping times and how they prefer to sleep. Babies show that they feel content and fall asleep with cuddles from staff. Staff also know how to carefully manage children's dietary requirements and allergies.
• Children are keen to take an active part in their own self-care, and staff encourage them to develop good levels of independence before they start school. They help children with their wellies and support them to fasten their coats and do the zips. Children begin to use the toilet and know how to wash their hands. They show pride in their achievements and benefit from the praise from staff.
• Staff focus on developing children's communication and language skills. For example, staff provide a narrative as children play with the 'speckled frogs' in the tray. They model new words and offer explanations to help children understand. Older children use sentences and communicate well with others. They enjoy circle times and join in with the actions as staff sing.
• Overall, staff know what they want children to learn and provide enjoyable activities that stimulate and challenge them. However, staff do not always communicate children's next steps or learning goals when they are not in the room with their key children. This means that, on occasion, teaching for those children is less focused.
• The curriculum to promote children's mathematical development is good. Staff use mathematical language throughout the day in a purposeful way. They show children how to use equipment, such as rulers, and encourage them to recognise numerals in the outdoor environment. Children show an interest in solving problems and concentrate as they complete jigsaw puzzles with staff.
• The provision for children with special educational needs and/or disabilities is positive. Staff identify areas of delay in children's learning and work with other professionals to help them make good progress. Extra funding is carefully considered to have the most impact for the children it is intended for.
• Overall, children's behaviour is positive, and they develop good social skills. However, staff have not considered how they can further develop children's emotional awareness and, at times, they are inconsistent in supporting them to manage conflict. For example, they tell children to 'share' but do not model what this means or support them to do this. During circle times, children are not encouraged to explore the different range of emotions, and staff ask them if they are 'good'.
• The provider has strengthened the leadership team, which has brought about many improvements that have had a positive impact for children. Staff are supported to develop their skills and access regular professional development opportunities. For example, they have developed children's opportunities for physical development following recent training. The outdoor area has been developed so children who prefer to learn there can access a full curriculum. The team holds regular staff meetings to consider continual improvements together.

What the setting must and should do next

The provider should:

• implement ways to ensure all children receive high quality learning opportunities, specifically when their key person is not present
• enhance staff's understanding of how to consistently support children's emotional development.