Jelly Beans Day Nursery Stapleford

What is it like to attend this early years setting?

Children enjoy their time at this welcoming nursery. They confidently explore the exciting resources on offer and quickly settle with their chosen activity. Children listen attentively as staff read a story about a girl gathering different fruits for a friend. Staff provide real fruit to enable children to act out the story. Children show interest as staff introduce new vocabulary, such as Guava and Mango, which children readily copy. Staff extend this activity further as they encourage children to use the fruits to make a fruit salad. Children develop their small muscles as they carefully peel the skin from oranges and bananas. They kindly offer to share bowls with their friends. Staff model how to use knives safely and encourage children to persevere as they chop the fruits. To this end, children are strengthening the muscles they need for early writing.

Children are encouraged to be independent. Even the youngest children understand the changes in routine. Staff support children as they busy themselves to get ready for outdoor play. Children collect their shoes and boots, eagerly attempting to put these on themselves. Staff offer a helping hand when needed and give praise, which motivates children further. Toddlers recall previous learning as they wash their own hands and put their paper towels in the bin. Pre-school children use large spoons to serve themselves meals from the serving trolley. After lunch, staff remind children to place their dirty plates and cutlery in a bowl and wipe their faces clean. This helps children learn to do things for themselves.

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

• Managers and staff know the children well. They work closely with families and other professionals to ensure that early help is in place for those who require additional support. Parents are positive, and they state their children are developing social skills and are ready for school when the time comes. They feel staff communicate well and provide activity ideas for them to try at home with their children.
• Staff are good role models, and they encourage children to tidy away toys, take turns and use their manners. For example, when children have their resources taken away by other children, they politely say, 'Excuse me, those are mine.' Children promptly give them back. Staff help children learn to respect others.
• Staff successfully engage with children during their play to build on what they want them to learn next and to develop their interests further. However, during certain times of the day, staff are not always deployed effectively. During these times, children receive less support from staff to extend their play and learning.
• Children are encouraged to use their imagination. Staff provide resources that spark children's creativity. For example, children enjoy making 'witches brew' with their friends. They want to extend this to make magic wands. Staff help them consider what materials they need. Children carefully glue and stick ribbons and foam pieces onto their lollipop sticks. They giggle as they wave their wands in the air, pretending to turn staff and other children into frogs and tigers.
• Staff ensure that children have daily access to fresh air and outdoor play. Children use their muscles as they throw balls back and forth for their friends to catch. They giggle when they miss a catch and the balls roll away. Staff suggest they step closer to each other, which sees children succeed. Children listen carefully as staff name a colour, to which children run and find matching-coloured cones to collect. This helps children develop their coordination skills.
• Managers and staff plan activities that enhance children's experiences. They take children to use community facilities, such as the library, local park and museum. These experiences enable children to have a wide range of opportunities and learn more about the world they live in.
• Overall, staff support children's language and communication development. Babies enjoy familiar songs, confidently singing the words they know. They eagerly join in with the actions, requesting their favourite songs. However, staff interrupt toddler and pre-school group times as they prepare the room for lunchtime. Consequently, some children disengage, preferring to play, while other children also choose to leave the activity. This disrupts children's learning and their ability to engage in the activity.

What the setting must and should do next

The provider should:

• strengthen the deployment of staff to provide more consistent and purposeful interactions to help children build on existing skills and knowledge
• develop the organisation of larger group times to enable children to become fully engaged.