Ladybird Private Day Nursery

What is it like to attend this early years setting?

Staff are extremely welcoming at this happy nursery. Children are highly valued as individuals. For example, staff treat children with respect as they ask permission to wipe their nose or change their nappy. Babies learn new words as they hear rich language that is spoken by staff. They talk to children about what they are doing and what is going to happen next. Children feel their voice is heard. For example, babies express that they are tired and staff provide a quiet and safe place for them to relax. Staff are consistent with their expectations and babies quickly learn the routine.

Overall, leaders have carefully considered the ambitious curriculum. It is designed to meet the needs of all children. Staff support children to build on previous learning as they progress through the nursery. Babies develop skills which help them to learn to feed themselves. For example, they practise how to fill containers with sand using spoons. Older children serve their own food and pour their drinks. Children learn lifelong skills ready for the future.

Staff have high expectations for children's behaviour. They remind children of the rules and behaviours and children learn what is expected. For example, children know they must wait to go upstairs. Staff gently remind them to hold onto the handrail and walk carefully. Children's behaviour is very good.

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

• Leaders support staff to access regular training and develop new skills. Leaders welcome the introduction of staff ideas to improve the quality of education across the nursery. For example, following recent training staff are introducing key vocabulary into each of the rooms. Staff are also encouraged to complete peer observations to reflect on the quality of their own practice within the rooms. Self-evaluation is used well to make ongoing improvements.
• The special educational needs and/or disabilities coordinator is extremely experienced and knowledgeable. Children with special educational needs and/or disabilities (SEND) are well supported through partnership working. Professionals who work with the nursery speak highly of the support that is offered to children with SEND. All children make the progress they are capable of.
• Staff use observation and assessment to identify what children already know and can do. This supports children to make good progress from their starting points. Children have opportunity to build on previous learning. The book of the month is frequently repeated. Children learn to anticipate and recite the story. They access a range of activities within their play that encourages them to revisit the story. For example, outside, children hunt for the characters the 'evil peas'. Children develop a love of reading.
• Staff create opportunities for children to develop independence. Children take off their own coats and wash their hands after using the bathroom. They also enjoy tasks such as cleaning the chalk board and setting the table for lunch. Children learn how to care for themselves and the environment. They also learn how to keep themselves safe. For example, when using the scissors, staff remind children to keep them on the table and not walk around with them. Children understand when they might be at risk.
• Staff offer children frequent praise and encouragement. Children smile in delight as they successfully identify a letter that is in their name. They are confident and enthusiastic learners who enjoy having a go at new activities. Children develop a positive attitude to learning.
• Leaders have identified communication development as a specific focus for children at the nursery. Overall, staff support children's early communication skills well. However, at times, staff do not recognise some barriers to children's speech development, such as the frequent use of dummies.
• On the whole, parent partnership is strong. Parents express that children settle well and make good progress. Parents speak highly of the leaders and staff and describe them as 'a second family'. Information about the curriculum is shared with parents through a monthly newsletter. However, parents are not provided with specific details about what children will learn next to help them to continue learning at home.

What the setting must and should do next

The provider should:

• help staff to develop a greater understanding of how to support children's emerging communication and language skills
• consider ways to help all parents to support and extend their children's learning at home.