Little Raye's Daycare

What is it like to attend this early years setting?

Children and their families are welcomed by friendly staff. They arrive happily at nursery and quickly settle to play with their friends and staff. Staff create a stimulating curriculum that motivates children to have a go and learn. Children are supported to develop active lifestyles. They play outside daily and enjoy using a range of equipment that supports their developing muscle control, balance and coordination. For example, children access age-appropriate slides and develop their hand-eye coordination as they use balls to knock down skittles.

Staff are good role models. They say 'please' and 'thank you' to each other and encourage children to do the same. They are observant and consistent in their reminders to children about the expectations of behaviour. For example, children are asked to turn on their 'listening ears' and to keep 'busy hands' to themselves during activities. Children's language development is well supported. They sing lots of songs, answer open-ended questions and chat away to staff as they engage in play. Staff ask children to express how the sand feels as they make sandcastles. Children use words such as 'cold' and 'wet'. The staff extend children's vocabulary further by introducing new words such as 'soggy' and 'damp'. This supports children to become confident, skilful communicators.

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

• Staff understand their role and responsibility to monitor and assess children's learning effectively. They regularly identify gaps in children's learning and create meaningful next steps to support children's development. The special educational needs coordinator works closely alongside staff and external professionals to gain support for children identified with special educational needs and/or disabilities.
• Children's independence is encouraged from an early age. Younger children access resources from shelves and feed themselves at mealtimes. Older children put on their own shoes and coats for garden play. All children are responsible for their environments and they are eager to tidy up as they do this to the 'Mission Impossible' theme tune.
• The management team and staff are successful at supporting and engaging in family events. This helps to strengthen family bonding and children's learning. For example, children have an amazing time at the Father's Day event. They get creative while decorating t-shirts with their fathers to wear on their special day. They have also been on a family trip to a theme park.
• Children and staff come from a diverse range of cultures, races and religions. Throughout the year, there are fun opportunities for children to acknowledge a range of religious and cultural celebrations. During Black History Month, Chinese New Year and Eid, children take part in craft activities and visit local supermarkets. However, children have limited access to resources that reflect positive images of diversity to further promote discussions and inclusive attitudes.
• Children's emotional well-being is supported well by the extremely kind and caring staff who build strong relationships with their key children. For example, they are quick to observe when children are sad that their fathers have to leave after the special event. Staff provide them with lots of reassurance and encouragement to help them to feel secure and happy.
• The current theme is healthy eating. Staff organise fun activities to support children's understanding of healthy and unhealthy foods. Older children access pretend food and are aware that broccoli is good for them and cake is not, because it has sugar. However, staff do not use real-time experiences, such as mealtimes, as a way to reinforce and encourage children's knowledge further.
• Managers have implemented systems to support staff's ongoing continuous professional development. For instance, they attend staff and supervision meetings. They complete mandatory courses, such as safeguarding, food hygiene and first aid. However, they have yet to consider the benefits of staff completing a broader range of development opportunities to promote the quality of teaching and care to an even higher level.
• Managers accurately evaluate the quality of the nursery. They include the views of parents and staff to help identify areas for further improvement. For example, they switched the children's rooms to reflect the growing needs of the children in the pre-school and toddler area. This helps to promote best outcomes for children.

What the setting must and should do next

The provider should:

• increase opportunities to strengthen children's awareness of the similarities and differences between people and cultures
• further build on and extend children's opportunities to develop an understanding of a healthy lifestyle and the impact it has on their bodies
• strengthen staff's opportunities to further increase the quality of teaching practice to an even higher level.