Infant And Toddler Centre

What is it like to attend this early years setting?

Children are happy to start their day at this warm and welcoming nursery. They separate from their main carers with ease and enter the setting. Children feel safe and secure in the care of the familiar staff, who know them very well. The attachments between children and staff are secure. Staff are dedicated to giving children the best possible start in life.

Children move freely and confidently around the nursery as they choose their own play. They benefit from a range of enjoyable activities and experiences across all areas of learning and development. For instance, children enjoy playing imaginatively with bubbles and water. They use spades to fill sieves with sand, giggling with excitement as they watch it filter out.

Staff have high expectations of children and support them to develop good manners. Children behave well. For instance, they understand clear boundaries, are kind and respectful to one another, and say 'please' and 'thank you'. Children listen to and follow simple instructions, such as sitting down for story time. They receive positive praise from staff when the task is completed. This helps to boost children's confidence and promotes their well-being.

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

• The manager has planned a well-ordered educational programme that covers all areas of learning. Staff build on what children already know and can do. They follow children's interests and extend their play. For instance, children show great curiosity as they explore different textures, such as cornflour, water and sand. Staff add coloured paints to extend their learning. Children show positive attitudes to their learning and make good progress.
• Partnerships with parents are well developed. Overall, parents comment positively about the nursery, and praise staff for their commitment to making sure that every child feels valued. Staff make effective use of the information they receive from parents about children's routines and interests to strengthen settling-in arrangements. This helps staff to build strong relationships with parents and children. However, the manager has not identified where parent partnership working can be further extended to fully support children's learning at home.
• Provision for children with special educational needs and/or disabilities and those who speak English as additional language is excellent. Staff work closely with parents and professionals to identify and support children to achieve to the best of their ability. This helps to ensure that all children make the best progress of which they are capable.
• Children play in the very well-resourced outdoor environment and engage in physically challenging activities together. For instance, they develop their strength and balance as they step between rocks. Staff know and understand the benefits of outdoor play to promote children's physical and emotional well-being. They plan a choice of exciting activities linked to children's current interests and learning needs. These experiences help children to develop a wide range of physical skills.
• Staff have developed an environment where children confidently choose their play toys and resources. Children know where these are kept so they can get out what interests them. However, during the routine of the day, staff cut fruit up for the children, give them drinking cups with lids, and wash their hands for them. As a result, children do not have every opportunity to build on their independence skills.
• Children learn about healthy lifestyles. They enjoy a range of healthy snacks and meals, encouraging healthy eating habits. For instance, at snack times, staff and children excitedly talk about which fruit they have chosen. Parents are encouraged to bring in different fruits for children to share each day. This helps children to learn about healthy choices, both in the setting and at home.
• Staff support children's emerging language skills well. Staff working with young children use books and songs along with talking to them about what they are doing. They also use visual prompts, such as picture cards, to help children to understand rules and routines. This helps to develop children's confidence and their speaking and listening skills.

What the setting must and should do next

The provider should:

• provide a wider range of opportunities for young children to develop their independence and self-care skills even further
• consider ways to enhance parent partnerships to ensure parents are kept informed of and involved in their children's learning.