Just Imagine Day Nursery - Colchester Academy Ltd

What is it like to attend this early years setting?

Children are warmly greeted by friendly and caring staff, who know them and their families well. After waving goodbye to their parents at the door, children eagerly explore the enticing and creatively planned outdoor and indoor environments. Babies and children show that they are extremely relaxed and feel safe in the care of the nurturing and attentive staff. This 'home-from-home' provision prioritises children's physical, social and emotional well-being. Children self-select challenges, as they manage to pull themselves off the ground and sit on the garden swing. Staff give meaningful praise, and children respond positively with a beaming smile and say, 'my tummy tickles', while swinging backwards and forwards proudly.

Children actively learn about the natural world around them. They plant seeds, watch vegetables grow and then harvest them when they are ready to eat. Children develop healthy eating habits, as they experience the fresh taste of their crops at mealtimes. Staff talk to children all the time and respond exceptionally well to young children's first words and gestures, as they learn to communicate. Parents express their appreciation for the new experiences that their children are benefitting from, as they take part in the 'borrow a bike scheme'.

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

• An ambitious and clear curriculum intent and implementation is embedded securely and consistently across the provision. A collaboration of robust and innovative assessment, exceptional parental partnership and a highly effective key-person system helps identify any gaps in children's learning. Additionally, superb teaching provides sequenced learning that builds on and develops children's knowledge and skills. As a result, all children make significant progress from their starting points across the seven areas of learning.
• Children's emotional well-being is given unquestionable priority. Intelligently designed 'cosy' spaces throughout the setting give children the space and time to reflect on their feelings. Children learn how to express and understand their feelings through books and coordinated sensory resources. Additionally, a beautifully resourced sensory room with a ceiling carpeted with fairy lights, offers a soothing learning environment for children who can sometimes become overwhelmed. Babies also enjoy a restful sleep there. As a result, all children, including those with special educational and/or disabilities (SEND), learn to self-regulate their emotions and express their individual characters in a positive way.
• Children's behaviour and attitudes are exemplary. Children are taught to use effective strategies to support good manners, friendship building and to accept the needs of others. For example, children independently collect a sand timer so they can wait for their turn to play with a popular toy. Babies are gently reminded to use 'kind hands' with a soft touch from staff, to help them understand the meaning in an age-appropriate way. As a result, children develop patience and have consistently high levels of respect for others.
• Staff model excellent hygiene routines and babies and children become increasingly independent in their personal needs. In age-appropriate ways, staff help children to reflect on their differences and what makes them unique. Staff teach children how they can contribute positively to society. The impact is evident, as babies delight in putting toys away after use as ways of caring for their environment and becoming 'community champions'.
• Children consistently use new vocabulary and staff prompt discussions that enables them to communicate effectively. Children speak with confidence, and those who have more difficulty are swiftly supported. For, example staff instigate partnership working with outside agencies, such as speech and language professionals. Working together ensures all children make the best possible progress in their communication and language development.
• The manager is conscientious and undeniably passionate about supporting staff, children, and families. She strives for continuous improvement, which is reflected in the exceedingly positive outcomes of children. Staff are highly motivated by this inspirational leadership and help deliver successful new initiatives. As a result, parents compliment this inclusive provision on the remarkable and significant progress their children are making.