Learning Journeys Daycare

What is it like to attend this early years setting?

There is a calm, happy and friendly atmosphere at this nursery. Children happily enter at the start of the day, confidently separating from their parents and quickly join in with their chosen play with friends. Staff are kind, caring and attentive to the emotional needs of children. This helps children to feel reassured when new adults are present and promotes their overall emotional well-being. Children show respect for others and their environment. They follow simple instructions. For example, pre-school children line up ready to go outside to play. Toddler children learn to share toys and resources.

Children of all ages are eager to play in the outdoor environment. Babies giggle with excitement as staff count, 'one, two, three' before they move down the slide. Older children enjoy creating balancing beams using milk crates and wooden planks, and show good levels of concentration as they learn to balance walking across these. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language make good progress. Children are acquiring the skills to help them prepare for their next stage of learning, including their eventual move on to school.

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

• The quality of teaching is good. Staff have a good understanding of how young children learn and develop. They provide children with a good range of exciting opportunities and experiences that support their all-round development. Staff observe and assess children's abilities and use the information they gather to plan for children's future learning needs.
• Staff engage children in frequent conversations and discussions throughout the day. Children thoroughly enjoy joining in with familiar songs and rhymes. They make good progress with their language skills and confidently communicate with adults and their peers. However, there are times when children's listening and attention skills are not fully promoted due to distractions caused by background noises and other avoidable interruptions.
• Staff provide children with opportunities to make marks and practise their early writing skills. They support children's literacy skills well. Babies enjoy using chunky chalks in the garden to make marks on the chalk boards. Toddler children enjoy exploring the different sounds they can make on the 'music board', using metal utensils in the garden. Older children sing familiar songs and enjoy familiar stories.
• Staff use a good range of strategies to help children understand the rules of good behaviour. For example, they model expected behaviour and remind children of the need to share and take turns. Staff use frequent praise and encouragement to reward children's efforts and kindness.
• Children develop their independence skills. They know they must wash their hands before mealtimes. Older children are learning to take care of their own toileting needs. Children help to set the table for meals and snack times. Children's good health is promoted. All children benefit from daily fresh air and exercise. Healthy and nutritious meals are provided in line with children's individual dietary needs.
• Staff are well supported in their roles. The manager offers staff many opportunities to continue their professional development. Staff benefit from ongoing support, mentoring and coaching, which enables them to reflect on their own personal effectiveness. This helps to improve the overall outcomes for children.
• Parents express their complete satisfaction with the nursery. They express how much staff have supported their children to develop their social skills. Parents are kept well informed. Information is shared with parents through daily discussions and via the online app.
• The nursery is inclusive and the support for children with SEND and for children who speak English as an additional language is good. Staff have established effective partnerships with other professionals involved with children's care and learning. This helps children to make as much progress as possible in relation to their individual starting points.

What the setting must and should do next

The provider should:

• further support children's capacity to listen and concentrate and become fully engaged in their learning without distractions.