Jabberwocky Day Nursery

What is it like to attend this early years setting?

Children and parents are greeted by familiar staff when they arrive at nursery. The warm and enthusiastic greetings from staff help children say goodbye to parents and show they feel safe to leave them. Children settle quickly in their playrooms and eagerly join in with different activities.

Staff put in place an exciting curriculum that considers the needs of children at different ages and stages of development. They gather information from parents and their own observations so they can see what it is that children already know and can do. They use this information to provide activities and learning that build effectively on children's skills and knowledge. Managers and staff recognise when children may need additional support. They seek suitable training and interventions to make sure children have personalised learning that helps them learn well. Key persons share plans with other staff and parents to provide consistent support. All children, including children with special educational needs and/or disabilities, make good progress.

Children are confident, motivated learners. Babies practise standing by holding on to low-level storage boxes for support, or crawl through the play tunnel to the tent. Toddlers are fascinated by a spider on the slide in the outdoor area. They show kindness and consideration as they watch it scurry under the steps. Pre-school children make connections between words, noticing when they have the same letters in their names.

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

• Staff focus on developing children's communication. Staff working with babies use sounds, words and signs to help children name toys and interact with others. Toddlers recall the story about a brown bear as they talk about feelings and emotions. Pre-school children teach the 'cheeky monkey' toy the days of the week, months of the year and talk about the weather. They match the printed words to the verbal sounds and receive plenty of praise from staff. However, on occasion, staff do not provide sufficient time for children to think and respond to questions or comments.
• Staff provide activities linked to children's interests. For example, they set up a tray with toy farm animals, vehicles, oats and pretend hay bales after a visit to a nearby farm park. When children tell staff they have found the tractor, staff tell them that they have found the 'blue tractor'. As children put the cows into the trailer, staff model counting to three, encouraging children to repeat the words. Staff are extending children's vocabulary and building on early mathematical skills.
• When there are changes in the routine, staff sometimes confuse children about what they need to do. In the toddler room, staff do a group song time just before lunch. Children eagerly choose wooden spoons with picture clues to the songs. However, other staff then ask children to come and wash their hands. As children are going to and from the group, this disrupts other children's concentration. Some children struggle to listen and join in, and others are reluctant to go and wash their hands as they want to stay and sing.
• Staff are good role models for children and remind them how to share and take turns. For example, when toddlers paint on each other's pictures, staff remind them that they need to wait. Staff also encourage children to do things for themselves. For example, they help younger children to put their shoes on the correct feet and fasten them. Older children use tongs and spoons to serve their food at mealtimes.
• Outdoors, children use their imagination and develop physical skills. Toddlers ride on tricycles and sit-in cars. They balance well and push the wheeled toys along with their feet. Staff join in the play as children ask for 'petrol' to make their cars go. Staff show older children how to squeeze and release the rubber bulb on the pipettes to make the water go up the tube. Children gain confidence in their abilities and keep trying.
• Leaders and managers make sure staff know their roles and responsibilities for educating and caring for the children. They make sure staff supervise children well. All staff build good relationships with parents, regularly sharing information with them about what their children are doing and learning. Staff comment positively on the support and help they get from leaders and managers. Parents talk about how friendly and helpful managers and staff are. They say that their children are making good progress.

What the setting must and should do next

The provider should:

• improve the way that staff plan for changes in the routine to make sure that children's learning is not interrupted and they can engage fully with group activities such as songs and story time
• build on staff interactions with children to make sure children are given enough time to think and respond.