Magic Roundabout Nurseries Ltd

What is it like to attend this early years setting?

All children are happy and content. They enjoy the busy and calm environment, supported by the staff. Families are greeted by friendly staff at the door. Parents benefit from relaxed, flexible arrangements for dropping off their children at the setting. For example, some parents come to the nursery for a short time to play before drop off if they wish. This allows families to feel supported and children to feel safe and secure. Children display good levels of independence throughout the setting. For example, there are 'stations' for nose-blowing, with a mirror and tissues so children can independently develop self-care skills. Babies are encouraged to feed themselves with the support of staff.

Children become involved in a variety of interesting and engaging activities. Babies are supported by adults to develop their physical skills with opportunities to cruise around the different equipment. For example, there is a mirror with a bar designed for cruising. Toddlers show high levels of engagement as they have the opportunity to explore and mix different materials in the role play kitchen. Older children maintain good focus and concentration as they develop their own learning through their environment. They engage in sand play and have the opportunities to develop their own ideas and thinking as they change and adapt the sand play to their own interests. They turn the sandpit into a desert island by working together and adding different resources to the sand. Older children have a good understanding of teamwork, talk confidently and use a good range of vocabulary.

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

• Children have good opportunities to build on their large and fine motor skills, both indoors and outdoors. Staff encourage babies to practise different movements, such as using climbing equipment. Toddlers take age-appropriate risks, for example building a tall wall connected with foam. Older children competently explore the larger balancing equipment outdoors. In addition, staff build on children's understanding of oral hygiene as children brush their teeth after lunchtime.
• Staff encourage children through positive praise and have passed this positivity down to the children, as the older children praise their peers constantly. All staff promote independence for children and are good role models. Older children have multiple opportunities to develop their independence, such as when handwashing. They can choose to access different rooms and have opportunities to develop their own learning. Staff value children and treat them as individuals, allowing children to become confident in themselves and their learning.
• The older children's environment is stimulating and they can help themselves to resources, promoting their developing love of learning. However, the provision and learning experiences for children aged under two years do not enable them to develop their independence skills and initiate their own learning as well.
• Leaders have clear intentions for the setting and plan accordingly, making good use of outside resources. For example, all children experience going to a coffee shop and explore a boat in the dock. Leaders encourage their staff to be good role models through role modelling themselves. Staff are encouraged to keep their training up to date and are well supported through meetings and having a good relationship with their leaders.
• Staff engage in the children's learning. They get down to the children's level and have some key quality interactions which build on the children's learning and development. However, staff in the room for children aged under two years do not ensure that the intended curriculum for communication and language is fully effective, as support for babies' emerging language is not consistently good.
• Children with special educational needs and/or disabilities (SEND) or those who need extra help in some areas of learning are supported well. The staff are quick to ensure children and families get the support they need. Parents' meetings with staff ensure that parents feel up to date about their children's learning and development. Good communication means that parents are able to build consistency for children by ensuring they are focusing on the same learning intentions at the setting and at home. Staff have been trained to identify children who may need extra support and use outside specialist agencies, such as the local authority, well to support them. The special educational needs coordinator (SENCo) has received specialised training. Staff follow the implemented training, meaning the children get the help they need and make good progress.

What the setting must and should do next

The provider should:

• develop staff's understanding of how to implement the curriculum intent for communication and language for children aged under two years
• review and improve the organisation of the learning experiences of children aged under two years to help them choose their own play and build on their interests.