Market Bosworth Day Nursery

What is it like to attend this early years setting?

Children enter eagerly upon arrival to this warm and welcoming nursery. Staff get to know children and their families well. This ensures that strong bonds are made with staff, who know children's individual needs and interests. Children are supported by staff through reassurance if they are a little unsettled upon arrival. As a result, children soon settle into the day and play alongside their friends happily.

Staff promote communication and language well throughout the setting, including supporting children to use simple sign language. Children are effective communicators, and are confident in instigating conversations with each other, staff and visitors. Older children display their extensive vocabulary as they introduce storylines into their imaginary play. For example, they discuss potential announcements on their aeroplane. One child confidently states, 'Fasten your seat belts ready for take off.' Babies are supported by staff to repeat words and use correct pronunciation. Staff offer a language-rich environment through songs, stories and skilful staff interactions. This ensures that early language acquisition is offered to the youngest children, which enables swift communication development.

Staff set high standards for children's learning, inclusive of those with special educational needs and/or disabilities. They organise the learning environment well and plan activities that capture children's interests and imagination. For example, babies explore water play washing cars in the bubbles and splash with excitement. Older children maintain high levels of concentration while gardening and planting new and varied plants.

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

• Staff offer consistent recognition to children who display good behaviour. For example, the setting operates a reward system for children who display kindness, consideration and compassion towards their friends. Children speak fondly of such recognition and look at the visual display within the room with curiosity and pride.
• Each room within the nursery is equipped with a wealth of resources and activities that inspire children to play and learn. However, there are times during adult-led activities within the pre-school room, when staff overload children with information. This leads to children's learning being lost as staff aspire to incorporate too many areas of learning into one activity. Children's learning is, therefore, not always sequenced or supported, based upon what they already know.
• Support for children with special educational needs and/or disabilities is strong. Other professionals involved in children's care visit the setting and work in partnership with the staff. These children benefit from targeted support, which ensures they make the best possible progress.
• Parents are very complimentary of the care that staff provide. They comment that their children are happy to attend and that they can see the progress they have made. Staff invite parents into the setting for various organised events. For example, they hosted a recent Father's Day den building event, which supported families to share learning experiences with their children. Nursery links with parents are further enhanced through daily feedback at collection. They also make use of an online app, which is frequently updated with observations and experiences that staff have offered to children to support their development and interests.
• Children increase their knowledge and understanding of the world around them as they join in activities that support the celebration of religious festivals. For example, staff celebrate Diwali with activities that offer children the chance to experience new foods, traditional costume and a vibrant colourful experience. This supports children to identify diversity and develop their understanding of differing cultural experiences.
• Overall, staff support children to be independent. For example, they encourage children to do up their own coats and put on wellingtons before outdoor play. However, independence is not routinely promoted by all staff during everyday activities, such as mealtimes, when children could make choices and do things for themselves.
• Leaders and managers are committed to providing good-quality care and learning for children. Staff feel supported by managers and benefit from regular supervision and training to further develop their practice and improve outcomes for children.
• Staff support children to develop good physical skills. Children experience daily outdoor play and extensive opportunities to exercise and develop their physical skills. Staff support children to recognise the importance of exercise and discuss the positive impact that this has on their bodies. For example, children identify their heartbeat going faster following outdoor exploration.

What the setting must and should do next

The provider should:

• support children further to develop their independence skills during every day activities
• strengthen adult-led activities to ensure that learning is focused and not overwhelming for children.