Inspire Day Nursery

What is it like to attend this early years setting?

The setting has a strong focus on helping children to become independent, inquisitive and respectful learners. Leaders have developed a curriculum that is well sequenced and builds on what children know and can do. Staff know children well and plan learning experiences that interest children and support their next steps. Babies learn how to adapt and explore the new environment in a safe way. Older children develop self-care skills and learn how to stay safe. Children learn how to wipe their noses and use the resources in a safe way.

Children demonstrate good attitudes to learning. They make use of all the activities available to them and stay focused when exploring and playing. Staff are positive role models. They have an encouraging approach that enthuses and motivates children to learn. This has a positive impact on children's behaviour. Children are kind to one another. They share resources and are happy to play with each other.

Staff support children to become confident communicators. They help children who are quieter to speak and those who are eager to talk to be patient and wait for their turn. This helps children to learn about inclusiveness and to treat all people with respect.

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

• Since the last inspection, the provider has taken steps to address previous actions. These have helped to improve the quality of the provision significantly. Staff have attended training on risk assessment and positive interaction. The impact of this training can be seen through staff's effective deployment to ensure the safety and engagement of children. All children, including children with special educational needs and/or disabilities (SEND), are able to access exciting activities that capture their attention in a safe and enabling learning environment. However, staff do not fully understand the impact of noise levels on children's learning.
• The leadership team has a strong focus on staff's well-being. Leaders understand how this links to safeguarding and children's learning experiences. The staff team is strong and role models what mutual respect and support look like. There are supervision systems in place to support staff in their role. However, the systems to support the senior leadership team need further refinement. This will help to maintain and increase the quality of the provision.
• Staff teach children how to be safe and care for others. They remind older children about how to play safely with the younger children. Children learn to use slides safely and interact with staff in a respectful way. They develop an understanding of right and wrong and of acceptable behaviours.
• Children's health and well-being are promoted well by staff. Children benefit from healthy and nutritious meals. Staff talk to children about the importance of brushing their teeth and being active outside. Children have daily opportunities to experience and practise these skills at the setting.
• Parents positively comment on the improvement in communication with leaders and staff since the last inspection. For example, staff offer advice and suggestions on potty training to parents. There is good support for children with SEND. Staff make ongoing assessments and work well with parents and other professionals to help children achieve their next milestones.
• Children develop strong communication and language skills. Staff ask children meaningful questions while they play, which helps the children to think about what they are doing. Children have various opportunities to hear and use new words during their time at the setting. They learn about different animals and respond back to staff with the noises they make. Children learn new words, such as cold and splash, when exploring water play. Staff talk with children about what they would like and give them choices. Children respond well to staff, using the good range of vocabulary they have acquired.
• Staff support children's literacy and mathematical skills well. Children eagerly come together to listen to stories. They listen attentively and respond with excitement when it is time to make a sound like a dinosaur. They find filling up babies' water bottles equally exciting. Staff introduce children to volumes, asking which ones are 'empty' and which are 'full' when filling up babies' bottles.

What the setting must and should do next

The provider should:

• continue to develop staff's understanding about the impact noise levels have on children's learning
• extend support to help the management team to continue to identify and address any areas of further development.