Ivy Mill Day Nursery

What is it like to attend this early years setting?

Children demonstrate that they feel safe and secure in the care of the staff. They are confident to explore, play and learn. Children are curious and motivated learners. For example, they are fascinated by the ice they find outdoors. Staff encourage children to explore the ice carefully, looking at different sizes and thickness. They help children to make links to what they already know, such as the snow that fell the day before and cold weather. Children benefit from being in the care of attentive staff who interact with them positively.

Providers and leaders have planned a broad curriculum, influenced by science and art. They recognise the importance of supporting children to develop skills so they are ready to move on to the next stage in their education. For instance, children learn about stories having a start, middle and end. They learn to experiment and explore through self-directed play. Providers and leaders are very passionate about supporting children to develop positive mental health. Staff effectively support this throughout the rooms, such as with well-being activities. For example, babies are fascinated and highly engaged by calming activities looking at ceiling lights. Staff are positive role models for children and support their emotional development very well.

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

• Staff know the children they care for well. They understand what children like to do and use this to plan themes that support children's learning. For instance, young children construct with blocks, exploring different types of building. Staff read engaging stories to children to build on their interests. They help to keep children motivated in their learning.
• Staff have high expectations for children. Children show that they respect staff, such as by listening to what they say and following instructions. For instance, babies help to return books to the basket when they have finished looking at them. Staff offer children plenty of warm praise and encouragement, supporting their self-esteem well.
• Children hear and learn many new words as they play. For instance, staff talk to babies about their reflection in the mirror, and older children learn what the word 'illustrator' means. Children are interested in what staff say. With good support from staff, they develop into confident communicators.
• Storytelling by staff is a real strength. Staff plan a focus book of the month to enable children to get to know stories well. Staff are very engaging as they read stories to children. They encourage children to be active listeners. For example, they stand up to stretch like the characters in the book do. Staff help to keep children interested and attentive when they share books. They encourage children to develop a love and respect for books very effectively.
• Children benefit from a highly stimulating learning environment. Staff offer children the opportunity to make choices about what they play with and where to play. They actively support all children to be independent. For example, babies know where to find tissues when needed. However, occasionally, staff organise daily routines that do not offer the highest support for children's learning. Some aspects of staff teaching are not matched precisely to the needs of all the children. For instance, activities are sometimes interrupted for routine tasks, such as handwashing. Therefore, children do not always fully benefit from the intended learning at these times.
• Staff are positive role models for children. For instance, they show children when and where to use good manners. Staff use positive interactions with children to support their learning. For example, they use questioning with children to check their understanding and to build on what they already know. However, at times, staff do not consistently allow children time to think of their own ideas or answers. This does not fully support children to build on their learning.
• Staff build effective partnerships with parents and other settings that children attend. Parents comment positively on the good ideas they have from staff to support their children's learning at home. Staff provide good support for continuity for children's care and learning.
• Providers and leaders offer good support for staff. They encourage staff to develop professionally, such as by attending training. Staff report how they are valued by leaders and have effective support for their mental well-being.

What the setting must and should do next

The provider should:

• strengthen daily routines to more precisely reflect the needs of the children to maximise learning throughout the day
• support staff to consistently allow children sufficient time to think and respond to questions to help develop their own ideas and problem-solving skills.