Just Imagine Day Nursery - Wickford Ltd

What is it like to attend this early years setting?

Children are excited to play with their friends in this stimulating setting. They are busy exploring a range of exciting activities. For example, children enjoy carving pumpkins in the pre-school room. In the baby room, children sing nursery rhymes and listen to stories with staff as they clap their hands excitedly.

Children's emotional development is supported particularly well. They are learning to understand their feelings and manage their emotions. Staff help children to play with others. When children struggle to share and take turns, staff give them the time and space they need to think. Consequently, children are happy. Staff smile at babies and interact with them in a gentle and nurturing way. They help children to build friendships in small-group activities. As a result, children behave well.

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

• The manager and staff plan a curriculum that supports children's well-being. Staff know what the children like and are interested in. They use this knowledge to create activities that the children enjoy. As a result, children are engaged and concentrate for extended periods.
• The manager and staff understand that the COVID-19 pandemic has limited some children's social development. They have made changes to the learning environment to support children's social and emotional development. They plan a range of activities to help children to understand their feelings and have good self-esteem.
• Staff support children's speech and language particularly well. They regularly assess children's language and identify any gaps in their milestones. Consequently, children with special educational needs and/or disabilities (SEND) receive the support they need in a timely manner.
• The manager and staff work effectively in partnership with parents to support children with SEND. They seek help where appropriate from external agencies and share this information with parents. Consequently, children receive targeted support for their learning, both at home and in the nursery.
• The manager and staff understand how to help children to regulate their emotions. They use a range of strategies to support children who struggle with their behaviour. The manager recognises that parents need to receive clear information about behaviour management policies and procedures. The manager has reflected on this and is working to improve how this information is shared with parents.
• Parents are positive about the care the children receive at nursery. They report that their children make good progress, particularly in learning new vocabulary. Staff regularly provide parents with information about children's progress. This helps parents to feel confident that they can support their children at home.
• The manager is responsive and listens to staff. For example, staff have recently asked the manager if they could attend training to improve their teaching of children with SEND. In response, the manager has arranged the training. The manager is also reflective of staff's practice and strives to continuously improve their knowledge and skills by encouraging them to attend courses.
• The manager and staff support children to learn about other cultures and family dynamics. This helps children to feel valued as they share their experiences.
• The manager supports new staff through a thorough induction process. As a result, all staff, including new staff, are very knowledgeable about the policies and procedures of the nursery. They have the knowledge and understanding to keep children safe and support their learning.
• The manager and staff understand that children need to spend time outside in order to live a healthy lifestyle. However, access to outside space is sometimes limited. Consequently, some children miss out on opportunities to spend extended periods of time outside.

What the setting must and should do next

The provider should:

• enhance opportunities for children to spend extended periods of time outside.