Jo Jo's Day Care Nursery Ltd.

What is it like to attend this early years setting?

Children thrive in this fun and welcoming setting. They enter with smiles and separate from parents well. There are strong relationships between staff and children. All children are treated with care and respect. Staff model good behaviour and are gentle and kind. Children seek their friends and smile as they access a wide range of activities that appeal to their age and stage of development.

Leaders and staff want the best for all children. They ensure that they seek information about them, to know them well from the start. They provide attentive care and focused learning opportunities. Children happily participate in activities and demonstrate positive attitudes to their learning. For example, babies are curious to discover different sensory experiences. They explore the strange texture of jelly and focus intently on the bubbles in the fish tank.

Staff plan from a well-designed curriculum. They consider the children's interests, as well as their next steps for learning. Children of all ages demonstrate high levels of independence. All children are respectful and tolerant. They share resources and listen to each other's opinions.

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

• There is a wealth of activities on offer for toddlers who are learning to share their space. They are encouraged to take turns to climb the stairs and wait before they use the slide. Children learn to interact socially and begin to form strong friendships. However, on occasion, the area provided for this age group can be loud and overwhelming for children. This has an impact on the children's ability to concentrate effectively.
• Children learn to live healthy lifestyles. They all routinely wash and dry their hands before every meal and are provided with nutritious snacks. Children enjoy regular outdoor learning. For example, staff take children for walks to the local beach all year round. Children are well supported to begin to develop their knowledge and skills through a variety of experiences on offer.
• The communication and language development of younger children is well supported. Staff encourage a love of stories and rhymes, and children thoroughly enjoy these activities. However, staff do not always promote the correct pronunciation of words to older children. This does not help children to build on the vocabulary they already know in ways that will support progress.
• Staff aim to give children experiences they may not otherwise have. For example, children take care of the resident bearded dragon and tropical fish. Some children have recently attended local events, such as a visit to the garden centre at Christmas. They have shared their experiences with their friends. Children learn to talk about things that are familiar to them and explore what makes them unique.
• Children with special educational needs and/or disabilities are supported well by staff. Staff communicate regularly with parents and work closely with external professionals. They also ensure that children who speak English as an additional language can express their needs. For example, staff ensure that they consistently use sign language. They share these strategies with all involved, such as parents, to support children's care and learning effectively.
• The managers work hard to support staff development, and staff feel valued for their contribution. For example, they have opportunities to attend training that they are interested in and are encouraged to share new ideas they have learned. The manager evaluates practice well. She has high hopes for the setting and feels that it offers the best possible support to the families and children.
• Parents share their enthusiasm and speak positively about the setting. They praise staff for their communication and appreciate the support for their children's learning at home. Parents feel included in decisions made for their children's next steps. This provides consistency of support for children, ensuring the best possible outcomes.

What the setting must and should do next

The provider should:

• consistently manage the noise levels in the room for children aged two to three years so that children can maintain high levels of concentration in their learning
• support staff to help improve the quality of teaching for older children's communication and language development.