Ladybird Children's Nursery

What is it like to attend this early years setting?

Children confidently enter the nursery. Their emotional security is promoted well with the help of the caring staff. Children develop close attachments to staff. They feel happy and safe and enjoy taking part in a range of interesting activities. They learn to be independent from an early age as they make their own choices about what they want to play with. For example, babies crawl towards the toys and pull themselves up to standing while they explore the resources. Children over 18 months old enjoy playing in cardboard boxes. They have great fun when they sit and hide inside. Pre-school children take appropriate risks and challenges as they play. They climb up the slide and jump onto a large soft cushion, closely supervised by staff. Children learn to serve their own meals, pour drinks and cut up foods for snack time.

The manager and staff have high expectations for children's behaviour. Children show that they understand the ground rules. They receive plenty of prompt reminders from staff on how to behave and the reasons why. They learn to cooperate in their play. For example three-year-old children build a train track together. Staff talk to children about remembering to work together. There is a strong focus on children learning to manage their own feelings and the impact this may have on others. They respond positively to staff.

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

• The manager has an excellent understanding of the curriculum. This is reflected in what staff teach the children. The curriculum is planned well to meet the needs of individual children, including those with special educational needs and/or disabilities. The manager has a clear view of how children's learning develops over time as they progress through the nursery. The staff and the manager assess children's progress so that they can identify any delays or gaps in children's development as soon as possible.
• The manager ensures that additional funding, such as early years pupil premium, is used effectively to promote the well-being and learning of individual children. For example, games have been bought to promote children's understanding of when they must wait for a turn.
• There is a strong focus on communication and language in the nursery. Staff expertly extend children's vocabulary. For example, they introduce new words into children's play, such as 'crunchy', when children explore the different textures of craft materials. Staff use sign language with children who have a limited vocabulary or speak English as an additional language. Each member of staff has a necklace of visual aid cards with pictures on. They use these to help non-verbal children to understand what they are talking about.
• Parents are very complimentary about the staff. They fully appreciate the efforts of staff to support their children and family. Staff share regular information with parents about their children's progress. They use an online system where parents can see what their children have done at the nursery. Parents can also add their own comments. This helps staff to understand children's interests and development at home and to plan activities to continue children's learning in the nursery.
• Overall, hygiene practices in the nursery ensure that the needs of children are met. However, some practices in the baby room are not as effective as they could be. For example, babies' dummies sometimes come into contact with the floor before going back in their mouth. Some plastic storage containers that children access are not clean. This means that children are easily exposed to germs.
• The manager has a clear and ambitious vision for the nursery. She continually reflects on practices to make sure that they are effective. For example, she reviews whether the set up of a room is effective for children to use. She makes adjustments so that resources are accessed and used better.
• The manager monitors staff well. She has a clear understanding of their strengths and areas for development. She reflects on staff's practice through supervision, where their practice is discussed. Any areas for improvement can then be addressed. The manager is a good role model. She works alongside staff so that they have first-hand experience of good-quality interactions with children.

What the setting must and should do next

The provider should:

• review hygiene practice in the baby room to ensure that everything that a young child comes into contact with is clean and hygienic for them.