Lottie's Day Nursery

What is it like to attend this early years setting?

Children are happy and enjoy their time at the setting. They readily leave their parents at the door and are greeted by friendly staff. Babies hold out their arms, laugh and smile as they are brought into the room and greet their key person. This shows that children feel safe and secure. Children's care needs are met well. Staff ensure that they gather detailed information from parents when they drop off their children at the start of their session.

Children make choices in their play as they move freely around the room to explore and develop their own ideas. They choose from a wide range of activities and resources that encourage their curiosity. Babies discover new experiences as staff provide scented play dough as an addition to the planned sensory activities. Older children use picture cards to investigate how eggs hatch into chicks with their key person. Children develop their independence during daily routines. They learn how to wash their hands effectively before snack time and how to undress and dress themselves when going to the bathroom.

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

• Staff understand children's interests, skills and abilities well. They create a curriculum that is ambitious in meeting all children's individual needs. Staff adapt the curriculum and the play areas so that all children are safe, included and motivated to learn. For example, they provide children with special educational needs and/or disabilities (SEND) more space to explore and use the resources.
• Managers and staff know children and their families well. They work closely with parents and other agencies to support children who have SEND or who receive additional funding. The manager ensures that children receive the support that they need to close gaps in their learning and development.
• Children develop an understanding of risk and how to manage this themselves. Babies and toddlers freely negotiate climbing equipment with gentle reminders from staff on how to do this safely. Pre-school children skilfully navigate the garden space when running and playing, avoiding bumping into their friends.
• Staff are positive role models for children. They are very attentive to children's individual care needs. Staff patiently gain children's cooperation and talk to them in a calm and respectful way. For example, they ask children's permission and await their response before wiping their faces or taking them to have their nappies changed.
• Staff support babies' communication and language skills very well. They repeat simple words, such as 'shake', 'pour' and 'scoop', as they talk to babies about their actions. However, at times, staff ask older children too many questions, too close together. This does not give older children enough time to answer a question before they are asked another.
• Children behave well and staff role model effectively the behaviours that are expected of them. However, in the pre-school room, staff do not plan some activities carefully. For example, there are a large number of children in the group and some children get distracted and lose focus on the activity.
• Parents speak very highly of the setting. They discuss the trusting relationships that are built between themselves and the staff team. Parents are kept up to date about their children's learning. They feel included because staff provide a range of activities that can be carried out at home to continue their children's learning that happens within the setting. Parents value the high levels of communication that they receive from the setting and staff.
• Leaders and staff are very reflective of their practice. They continuously review what works well and where they can make developments. For example, staff are developing a space in the pre-school where children can relax and develop their literacy skills. Staff feel supported in their professional development. They receive training, coaching and guidance to develop their practice.

What the setting must and should do next

The provider should:

• provide more time for children to listen to and answer questions when they are asked, to promote their thinking skills even further
• plan focused activities more carefully so that children are even more likely to remain engaged in their learning.