Lily Pad Day Nursery

What is it like to attend this early years setting?

Children are happy and settled at this welcoming and inclusive nursery. They demonstrate that they enjoy their time as they play and learn. Children enter excitedly, ready to get started. They form attachments with the kind staff, especially their key person. Staff interact positively with all children in their care. They support children to form firm friendships and learn new skills as they join in a range of fun activities. Children take turns to match numbers with pictures of objects and guess whether numbers will be higher or lower on the cards. These activities help children to cooperate, share and take turns while developing early mathematical knowledge.

Children learn to behave well and know what staff expect of them. They follow clear routines and grow in independence and confidence. For instance, older children are encouraged to practise self-care skills, such as finding and putting on their coats and shoes. Younger children learn to feed themselves using cutlery, while older children serve their own meals. Staff implement a clear curriculum based on children achieving the life skills needed for future learning. They focus on promoting children's physical and emotional well-being. Children benefit from daily fresh air and exercise. There are quiet areas indoors with subdued lighting where children can relax and regulate their emotions, with staff support.

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

• The nursery supports parent partnerships through a wide range of strategies. For instance, parents are encouraged to borrow 'learning bags' to share with their children at home. Staff exchange information and offer regular updates about children's progress, including sharing the next steps in learning. Parents state children are 'loved and looked after'. Staff help families to feel part of the nursery community. For example, they invite parents to special events or to visit their children's playrooms. The nursery has developed effective links with other professionals and the local schools that children will attend in the future.
• Staff plan activities to support children's understanding of the world around them, such as visits to local residential homes, outings to the local market and other places of interest. Children benefit from regular walks where they learn about nature and meet members of the local community.
• Staff support children to develop their different senses using a wide range of materials and resources. For example, babies and young children learn to paint using frozen flavoured yoghurt and ice lollies. They explore edible sand made from baby rice and biscuits and investigate food items such as fresh vegetables and fruit.
• Parents and staff are involved in decision-making, such as when making changes to the curriculum. Staff assess children's development, identify gaps in their learning and use targeted interventions to help children make progress. Staff skilfully support children's transitions between rooms and on to schools. These actions positively impact children's development and ensure they make good progress, including children with special educational needs and/or disabilities (SEND).
• Staff are supported to develop their professional skills. They share knowledge gained from attending training with the wider staff team. Peer-on-peer observations, buddy systems, staff meetings and supervision help to ensure a supportive learning environment. This has a positive impact on the quality of teaching and learning. Staff say they feel valued and enjoy their work.
• The staff know the children well and positively engage them in learning. Children choose from a variety of resources that stimulate their curiosity. They show positive attitudes to 'having a go', with plenty of praise and encouragement from staff. Children demonstrate pride in what they know and can do. For example, they clap their efforts and those of their friends. However, some children are not as fully involved in adult-led group activities as these are not always as well planned to meet their needs and hold their interest.
• Throughout the nursery, staff sing songs and rhymes spontaneously and read children's favourite books to them. Children are encouraged to create stories, which develop their imaginations and help them understand how stories work. Staff give children plenty of time to think and answer questions. Staff promote the development of children's early literacy and language skills.
• Staff talk to children about healthy food choices during sociable mealtimes. They help children learn about oral health. They plan activities that develop children's physical skills, including balancing, climbing, jumping, twisting and turning outdoors. Inside, children dance to familiar songs alongside the enthusiastic staff.

What the setting must and should do next

The provider should:

• support staff to strengthen the organisation of group activities to engage all children consistently in their learning.