Little Red Day Nursery

What is it like to attend this early years setting?

Leaders have designed an ambitious curriculum that helps to provide all children with a good quality of education. Children acquire many of the skills they need to be ready for what comes next. They are inquisitive and enthusiastically play and explore. Older children delight as they find water has frozen outdoors. Staff seize the opportunity and overall ask some good questions. This allows children to think critically and they predict what could make an icicle melt.

Staff encourage a love of reading. In the main, staff build on what children know and can do and sequence learning. Babies snuggle into caring staff who read to them. Babies excitedly peep behind the flaps and press the buttons on electronic books. Two-year-old children listen and maintain attention during circle time. They greatly enjoy listening to the stories that they choose. Staff provide activities to enhance older children's understanding of traditional tales. For example, children experiment using gingerbread scented dough and create model gingerbread people.

Staff have high expectations for children's behaviour. They use effective methods to praise and reward children. This helps them to learn positive behaviours. Older children are thrilled to be named as a star of the day. They proudly show their medal to their friends who kindly congratulate them. Younger children are heard telling staff 'you are welcome' when they are offered thanks. Children are happy and secure and they behave very well.

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

• Children are highly motivated due to the praise and reassurance provided by staff. Staff use settling-in visits to get to know children well. Babies are provided with familiar items, such as a blanket from home. These little considerations help them to become confident in the nursery surroundings. Relationships are strong and caring which supports children's emotional well-being.
• Partnership working is a strength of this nursery. Parents speak extremely positively of the support they and their children receive. Parents are helped to continue with children's learning at home. Staff work closely with local schools and help children to move smoothly to the next stages in their education.
• Children with special educational needs and/or disabilities are identified swiftly and precisely focused support plans are put into place. Staff use visual cues and show pictures which help children to make choices. Staff work harmoniously with parents and other professionals to assess and monitor children's progress. This provides a consistent approach in supporting all children's learning and care.
• Staff often give babies dummies unnecessarily. Occasionally, many questions are asked in quick succession without allowing children enough time to respond.
• During these instances children are unable to practise speaking. Staff working with older children often do things for them that they are capable of, such as wiping their noses and chopping up their food. This is not consistent with leaders' clear intent to foster communication, language and independence.
• Children use weighing scales and an array of ingredients as staff introduce them to quantity. Children use words such as 'big', 'small' and 'more-than' as they take turns using the measuring equipment. Children are starting to recognise numbers. Staff encourage them to count their 'dinosaur stomps' as they stride around the garden. Children are developing good mathematical awareness.
• Leaders provide mandatory training for staff. Staff access an online learning programme and choose from courses that capture their interest. Leaders provide incentives. Staff who complete three training courses each month receive a bonus. However, although leaders observe aspects of staff practice there are some minor inconsistencies in how staff implement what leaders intend.
• Staff help children to develop a positive attitude towards their health. Children follow good hygiene routines, such as handwashing and help themselves to fresh drinking water. Staff talk about blood pumping around the body and feeling warmer during a rigorous physical activity session. Children flex their arm muscles and show they are growing strong as they exercise. Children gain an understanding of healthy lifestyles.
• Some staff skilfully promote children's communication. Two-year-old children are encouraged to talk about their home life which helps to refine their speaking skills. Children talk about cars and demonstrate impressive skills to recall the different makes and models. However, children who speak English as an additional language are not supported to use their home language and further support their developing communication skills.
• Additional funding is used well. Leaders purchased a puppet theatre which was used well to increase children's confidence and social skills. Leaders carefully consider how to provide a curriculum which encapsulates new experiences for all children. They introduced physical education sessions, adventure play activities and access to a music centre. Children benefit from rich experiences that help to broaden their horizons.

What the setting must and should do next

The provider should:

• monitor staff practice more closely and help all staff to consistently implement the intended curriculum
• strengthen the curriculum for communication and language, particularly for children who speak English as an additional language.