Marton Children's Day Nursery

What is it like to attend this early years setting?

Children have time to settle in accordance with their individual needs. Each child identifies their own key person, who gets to know them and their parents/carers well. This promotes warm, responsive relationships that support children's personal, social and emotional development. The same approach is used when children move rooms, to make sure the process is smooth. Children show that they feel safe and settled. They access resources confidently and play alongside and with their friends.

Children are happy and confident to join in a wide range of interesting learning experiences. Babies and children take part in different activities, which are tailored to their needs. For example, babies develop their understanding of mark making by exploring with oats and quickly bring in different toys, such as cars, to further investigate. Older children explore construction materials based on their interest in building. Children enjoy taking part in dancing and singing activities. They move their bodies to music and stamp and shake instruments along to familiar songs. Children are becoming independent and confident learners, energetically getting involved in a wide range of learning experiences. These support their readiness for the next stage in their learning.

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

• The management team has a clear understanding of the needs of the nursery. Managers have a clear vision and use robust staff induction and development opportunities to promote this. Leaders have regular staff discussions to check in on their well-being. They make sure that staff have the knowledge and skills to keep up to date with the changing needs of the children in their care. The management team focuses on children's attachments and emotional well-being, recognising the impact of the COVID-19 pandemic on children's emotional development.
• Staff have high expectations of what every child can achieve and know their children well. They make effective use of individual children's observations and assessments. They are aware of any particular gaps in children's development and plan activities to support children's progress. However, at times, staff who work with older children do not always organise group time so that children are able to concentrate without distractions.
• Staff help children to understand the expectations for their behaviour. Children are reminded to share and take turns during their play. They know the routine and follow instructions from staff. For example, they readily tidy resources in preparation for mealtimes. Children are learning to use manners. For example, staff say 'please' and 'thank you', which babies repeat.
• Parents speak highly of the staff team and comment on the support they receive. For instance, staff support parents in managing children's anxieties. They say that their children are more confident and sociable as a result of their attendance at the nursery.
• Staff get down to the children's level when speaking to them. They look at children as they talk, slowly and clearly, and use the correct pronunciation of words. Staff consistently extend children's vocabulary as they play. For example, when children say one or two words, staff help them to build and lengthen their sentences. They encourage them to add and use additional new words. However, staff do not always maximise opportunities to develop mathematical skills, such as numbers and positional language, in activities.
• Children with special educational needs and/or disabilities are supported well. Key persons know children's abilities and tailor interventions so that all children make progress. They are supported by a knowledgeable special educational needs coordinator. Staff consider how to use additional funding, based on children's needs and interests. This helps to maximise all children's experiences at nursery.
• Arrangements for when children move on are good. Settling-in sessions are tailored to meet the needs of individual children. Staff reach out to settings that children are due to attend and settings they attend to share key information with them. Staff confidently talk to children about their setting and what happens there. This approach supports children's social and emotional well-being and prepares them well for school.

What the setting must and should do next

The provider should:

• organise group time more effectively to provide older children with opportunities to concentrate without distractions
• develop further opportunities for children to use numbers and positional language in everyday activities, to enhance their understanding of mathematical concepts.