Jitterbugs Day Nursery

What is it like to attend this early years setting?

Smiling, happy children are at the heart of this welcoming nursery. The key-person system works very well. Children develop secure attachments with staff. This helps them to feel safe and secure. Children are greeted by cheerful staff who warmly welcome them, ready for the fun-filled day ahead. Babies have big grins on their faces as they wave to visitors. They are extremely happy here. They excitedly play peekaboo with staff and laugh with glee and delight as they pop bubbles.

Staff know the children well. They know what they want children to learn next, why and how. The planned resources and activities support the intent for the curriculum. For example, babies access low-level furniture, and toys are placed at reaching distance to help develop their physical skills. This helps children to make good levels of progress.

Children are incredibly confident. They introduce their peers by name to the inspector and talk about the things that they are good at. They play harmoniously with the many friends they make. Children make birthday cakes out of dough and sing songs. They are familiar with the rules and routines at nursery. For example, children remind each other that they should wear aprons while playing in the water tray and work collaboratively to tidy up before playing outside. They are keen to learn and relish the challenges on offer. Older children enjoy varied opportunities for writing and have a go at writing their name. They proudly show their work to staff, who value their efforts.

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

• Staff spend time talking and interacting with children. They introduce them to the meanings of new words such as 'fossil' and model animal names to young children. This helps children to learn new vocabulary. While interactions are positive, staff do not always consider how to promote children's thinking skills to the highest level. For example, they use many questions with only 'yes' or 'no' answers.
• Staff work very well with parents and other professionals to ensure that children with special educational needs and/or disabilities receive the early help they need. Parents are informed about progress and share strategies to support children. Additional funding is spent well to directly benefit children. For example, staff purchase sensory equipment to help children be calm and regulate their emotions.
• Overall, children behave well. They are mostly busy and focused in play. However, staff do not always help children to understand why they should not do things. For example, children are asked to 'stop', but staff do not always give them a clear explanation to develop their sense of what is right and wrong.
• Children benefit from various trips to the train station, the supermarket and post office and walks in the woods. Groups of children regularly visit the local elderly residents' home. They bake, craft and sing songs with the older generation. Children donate food to the local food bank. This helps them to be respectful, contribute to the community and make a positive difference.
• Children develop a love of reading. They listen carefully as animated staff read stories. Children show empathy as they discuss how the monster feels. They take books home from the 'lending library'. These are shared with parents, who understand the benefits of reading to children.
• Mealtime routines promote children's independence. Babies feed themselves nutritious meals. Older children are encouraged to use a knife and fork. The oldest children line up to be served their meals. This helps them successfully prepare for their transition to school.
• Children learn how to keep themselves safe. They talk about the health benefits of fruit and vegetables as they tuck into 'cowboy pie' at lunchtime. They enjoy daily exercise in the large outdoor spaces. Children learn about road safety while on walks in the local community. Regular discussions with both children and their parents highlight the risks children face online and how they can stay safe while using the internet.
• Parents are extremely positive about the nursery. They are well aware of what children are learning through parents' evenings and the nursery app. They are encouraged to access local initiatives and provided with countless ideas to support children's learning. Parents compliment the staff, who they say are 'worth their weight in gold'.
• Leaders are dedicated and committed to their roles. They want the very best for the nursery and the children who attend. They work hard to continuously improve. For example, they regularly observe staff's teaching and suggest ways this could be strengthened. Staff, many of whom have worked here for a number of years, say that this is a great place to work. They feel well supported in their roles.

What the setting must and should do next

The provider should:

• further develop staff's interactions with children to encourage thinking skills through effective questioning
• help support children to understand actions and consequences for their behaviour to develop their knowledge of what is right and wrong.