Jolly Kids Day Nursery Ltd

What is it like to attend this early years setting?

Children are happy at this nursery. They love to sing and dance, both in groups at circle time and on their own. They sing songs about the things they notice around them. For example, while walking back to the nursery from the library, children notice that there are lots of leaves on the ground. They sing a song about leaves falling because it is autumn. Staff explain about the seasons changing and that we are moving from autumn to winter now it is December. Staff ensure that children have regular trips to local outside spaces, as they do not have a dedicated outdoor space at the nursery. They put in place safety measures to make sure that the children are safe on their walks.

Staff greet children and their parents at the main door when they arrive. Children understand the routines of the day, quickly hanging up their coats before joining their friends to play. Relationships are warm. Staff know children well and monitor their progress for any gaps in their learning. They plan a curriculum based on children's interests and on supporting their learning and development. Staff observe children to see if their teaching has a positive impact on their progress. Children with special educational needs and/or disabilities (SEND) are supported well at the nursery.

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

• Behaviour in the nursery is good. Staff remind children of the boundaries and expectations at the beginning of each day. They praise children for being kind and helpful and explain the impact of their behaviour on other people in the nursery.
• A love of books and reading is promoted in the nursery. Children have access to a wide range of books. They enjoy looking at books in the library, on their own or with a friend. Children tell staff that they 'love the library'.
• Staff are animated storytellers. They engage children so they want to hear more and use resources to support children to retell stories. For example, the children practise making porridge and use bear toys to act out the story of 'Goldilocks and the Three Bears'. Staff ask lots of questions to encourage children to talk more. However, sometimes, the questions only require a one-word answer, which is not always effective in further developing their critical thinking skills.
• Children enjoy looking after baby dolls. Staff explain that this focus was led by some children who have new baby siblings in their families. The children handle the dolls gently while feeding them, giving them baths or checking they are healthy with a stethoscope. They place them carefully in the buggy to walk around the nursery. This supports children's personal development and learning about the importance of being gentle and taking care of younger children.
• Children are taught about healthy food choices, keeping their teeth clean and the importance of visiting the dentist regularly through discussions that take place throughout the day. At times, staff do not allow children to fully explore their physical capabilities. For example, staff keep hold of the bottle or jug as they support children to squeeze or pour water into the baby bath.
• Parent partnership is valued, and there is good support for children and parents who speak different languages. Resources are shared so that parents can engage their children in learning at home. These include books in the families' home languages. Support is given for parents regarding healthy eating and managing children's behaviour at home when needed. Parents say that their children are happy and thrive at the nursery. They talk about the fact that they can talk to staff if they have any concerns and that they feel confident leaving their children.
• Leaders are aware of the strengths and areas for further development of the nursery. They support staff to understand how to improve their practice and provide regular opportunities to listen to staff. Staff feel well supported by leaders. They feel that they work well as a team and that their well-being is valued.

What the setting must and should do next

The provider should:

• develop staff's understanding of how they can use questions to further extend children's thinking and language skills
• maximise opportunities for children to practise their physical skills by allowing them to try to do things for themselves before offering them help.