Leaps&Bounds DayCare

What is it like to attend this early years setting?

Children confidently wave goodbye to their parents in the morning. They happily greet staff as they hang their coats and bags. Children learn to recognise their name as they self-register, selecting their name card from the board. Warm relationships between staff and children help children to develop a strong sense of belonging. Children show that they feel safe and secure, as they quickly settle to activities of their choice.

Children show a positive attitude and are curious during their play. For example, children use magnifying glasses provided by staff to search for plastic insects hidden among the fern branches. Staff skilfully extend children's knowledge when they discover a spider. Children excitedly share what they know, saying, 'Spiders catch their food in a web.' Babies are inquisitive as they explore objects of interest. They giggle and squeal as they bash objects together to make sounds. Staff encourage their discovery of making sound by clapping and singing along, to support children's confidence and well-being.

Children behave very well. They cooperate well during group games, listening to each other and taking turns. They show kindness towards their peers. For example, older children hold younger children's hands and lead them to the mat for group time.

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

• The manager is passionate in providing high-quality care and education that supports children to become well-rounded individuals. Staff use assessment of children along with their interests to plan enjoyable experiences. For example, after listening to a story about a witch, staff extend children's interests by supporting them to make their own potions. This encourages children to become engaged in activities, helping them to make good progress in their learning.
• Staff recognise the impact that the COVID-19 pandemic has had on children's physical development. They have used funding to provide resources that develop children's hand strength. Furthermore, staff implement what they have learned in training. For example, after receiving training about promoting children's movement, they play parachute games and sing action songs to support children to be physically active, both inside and outside.
• Communication and language is well supported in the nursery. Staff use repetition to model language clearly, sing to the children and use visual cues, such as pictures, when they communicate with the children. However, at certain times of the day, the noise levels indoors are too high, and quieter children struggle to be heard.
• Staff find ways to introduce mathematical concepts. At snack time, staff support children to recognise halves and quarters as they chop fruit. Staff count along as babies fill containers. Older children experiment with capacity as they play in the water.
• Children's positive behaviour is well supported by staff. They use a special clap to alert the children to stop and listen. Staff help children to take turns by using a sand timer to help them develop their concept of time. Staff skilfully resolve conflict. They explain how certain behaviour can make other people feel. They identify children's emotions and feelings as they happen, helping children to understand and begin to manage their own emotions.
• Children learn about the importance of healthy lifestyles. Staff are good role models and sit with children at mealtimes. Children notice staff eating apples and proudly comment that they have an apple too. Staff use this as an opportunity to discuss good nutrition with children. Staff also share information with parents around healthy eating and oral health.
• Parents are happy with the care their children receive and say their children are always happy to attend. They comment that they see their children are making progress at the nursery. However, not all parents are sure about what their children's next steps in learning are and how they could further support this at home.
• The nursery manager reflects on practice well and makes plans for ongoing developments. Staff are encouraged to attend courses of interest. For example, a recent course on visual impairments in children has helped staff to identify children who may need to visit the optician. Staff were able to provide further information to parents, raising their awareness of the benefits of regular eye checks.

What the setting must and should do next

The provider should:

• evaluate times of the day when the noise levels become too high and look at ways to address this to ensure all children can be heard
• support staff to communicate effectively with parents to offer ideas and suggestions about how they can continue to promote their children's learning at home.