Mama Bear's Day Nursery

What is it like to attend this early years setting?

Children settle quickly on arrival, and they feel safe and secure. They develop a good awareness of their emotions. Staff ask the pre-school children, 'How do you feel today?' Pre-school children welcome each other in different languages. This supports them in learning about the wider world. Children sit together on the carpet and say 'hello' in French, Hebrew and Spanish.

All children learn about 'golden rules' at the nursery. Staff remind children to use their 'kind hands' and 'walking feet'. Children learn about respect for themselves, their friends and the environment. Staff ask pre-school children, 'What will happen if we don't tidy up?' Children respond positively. They have the opportunity to think about consequences and make decisions that are best for everyone.

There is an ambitious curriculum in place. Staff establish children's starting points in collaboration with parents. Key persons build on these effectively as children progress through the nursery. Parents receive termly updates on children's progress. They praise the communication they receive from the nursery and the manager. Staff send activities home to support children's learning and personal development. Parents feel that staff go above and beyond.

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

• There is a secure communication and language curriculum in place at the nursery. Babies begin their journey by learning single words and use hand signs to help them to communicate. Toddlers strengthen their language by singing songs and listening to storybooks. All children love to engage with a 'rhyming box' in each room. Babies signal for the box to come out and enthusiastically sing and clap along. Toddlers and pre-school children play with sounds and tunes. They use puppets and other props inside the box. Staff develop children's early literacy skills, which they will need in later learning.
• Toddlers sit at a table with glue sticks, tissue paper and plain paper. They show interest and are curious about the activity. However, they do not have a full understanding of what to do. Toddlers struggle to twist the glue sticks up and gain little from this experience. Staff do not always successfully build effectively on what the toddlers know and can do.
• All children respond well to instructions. Staff sing a song to signal that it is time to tidy up. Children demonstrate their independence skills and begin to put toys away. Pre-school children work together to lift a box with building bricks in it. They each hold one corner and work as a team to put it away. Staff praise children for their efforts, and they feel proud. This boosts children's self-esteem.
• Pre-school children develop their knowledge of numbers and mathematical language. While they line up to go outside, staff ask pre-school children, 'How many friends do we have?' Staff teach pre-school children about positional language. They ask them to stand 'behind' or 'in front of' a friend. However, staff do not enable pre-school children to go outside easily and quickly. Pre-school children wait too long for other pre-school children to get ready before they can go outside. As a result, some pre-school children become bored.
• Staff support children with special educational needs and/or disabilities effectively. Staff provide visual aids for children, such as a now and next board. This strategy helps children to process information and enables them to access the play experiences on offer. Staff work closely with parents and external professionals to support children's next steps of development.
• All children have opportunities to develop their physical skills. Staff play 'wheelbarrow races' with the pre-school children. Toddlers develop their resilience and jump in muddy puddles. Babies go outside in waterproof clothing for fresh air. However, the outside play area does not yet offer all children a wide range of inspiring and motivating learning experiences.
• The manager has good oversight of areas for development in the nursery. She carries out regular peer observations. This supports staff in their professional development. The manager is reflective and seeks parental feedback on how to improve the nursery.

What the setting must and should do next

The provider should:

• develop ways to build on what toddlers know and can do, to extend their learning further
• review pre-school routines to help children to access the outside area more easily and quickly
• develop the outdoor area to inspire and motivate children to enhance their learning and development.