Markfield Day Nursery

What is it like to attend this early years setting?

Children enter the nursery happily. They separate quickly from their parents and join the other children. Children sit together for the welcome session and confidently join in with singing the 'hello' song. They enjoy spending time with their friends and smile and laugh together while they play. Children work together and offer support as they choose to paint. They stand next to their friends and watch them as they use brushes to paint, pointing to the parts of the paper where they need to paint next. All children develop positive attitudes to learning and remain engaged for prolonged periods of time at self-chosen activities. For example, younger children concentrate as they explore small plastic animals in a tray. They listen as staff name each animal and introduce the different sounds they make.

Children develop secure relationships with staff that help them to feel safe and confident to explore the environment. They seek staff reassurance and enjoy a cuddle when needed. Children gain a sense of self, as staff ask them for their ideas and encourage them to share their likes and dislikes. For example, as children play imaginatively in the pretend kitchen, they are encouraged to discuss foods they enjoy. Children express their preference for marmalade and jam in their sandwiches.

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

• Staff and managers have a clear understanding of child development and what they want children to learn. All children are supported to be ready for their next stages of learning, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language.
• Children develop their physical skills, indoors and outdoors. They access a good range of bicycles and other wheeled toys outside. Children enjoy playing in the woods, where they learn to climb trees and balance across rope bridges. Younger children develop their small-muscle skills as they use cutters and manipulate play dough.
• Children's communication and language is supported well. Staff repeat sounds and use single words as they support younger children. They share eye contact and introduce new sounds that make children smile. Older children confidently join in conversations with staff. Staff skilfully extend children's language as they introduce new words and ask open questions.
• Children are supported to develop their mathematical understanding. For example, younger children are encouraged to look at similarities and differences as they look at books. Staff use mathematical language as they introduce new concepts, such as 'more' and 'less', during discussions about quantities. Older children are encouraged to name and search for different numbers hidden in the trees and bushes as they play in the woods.
• Children are encouraged to develop their independence. Younger children are offered a tissue and encouraged to wipe their own noses. Older children get in their all-in-one coats and put their own wellies on before going outside to play.
• Parents share that their children enjoy lots of different experiences and participate in a wide range of activities while at the nursery. They receive information regarding their children's development and next steps in learning. This enables them to support children to further practise skills that staff have introduced. For example, parents state that they now encourage children to pour their own drinks.
• Children learn to identify and manage risks to keep themselves safe. For example, children learn how to use small tools and large equipment safely to avoid hurting themselves. However, staff do not support children to further build on their understanding of the potential risks when using the internet outside of the setting.
• Staff feel supported by leaders and managers. They benefit from regular supervision meetings and receive appropriate support. Staff talk to leaders and managers about their continual professional development.
• Children behave well and understand what is expected of them. Staff are good role models and offer gentle reminders when needed regarding behaviour boundaries. Younger children begin to make friends as they play alongside each other and show an interest in what other children are doing.

What the setting must and should do next

The provider should:

• support children to further develop an age-appropriate understanding of potential online risks, particularly when accessing the internet outside of the setting.