Medlock Day Nursery

What is it like to attend this early years setting?

Staff have created a homely environment, where children feel safe and secure. Children's eagerness to explore and play fills the air of this vibrant setting. Staff are good role models and teach children about being kind. They talk to children about understanding their own emotions and teach them different ways to manage their feelings. For example, older children said that if they are feeling sad, they hug their friends to make them feel happy. Children have a strong sense of belonging and show positive attitudes towards their learning. They behave well and develop a good awareness of right and wrong.

Overall, staff provide children with a broad curriculum, which builds on what they already know and can do. Children enjoy taking part in an array of activities. They relish visits to the seaside, cinema and local park. Babies become enthralled while exploring musical instruments. They giggle with delight while looking at their reflections in low-level mirrors. Toddlers enjoy playing in water and travel to a 'magical land' while playing outdoors. Pre-school children are fascinated while learning about space. They design their own rockets and learn about the different planets. Staff support children's individuality exceptionally well. They encourage children to be proud of who they are and where they come from. Children learn about the many ways that they are unique. They talk about festivals, celebrations and cultural traditions. Children gain a good understanding of what life is like in modern Britain.

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

• The manager leads the setting with passion and dedication. She wants the best outcomes for children and she continually reflects on ways to improve the setting. For example, she has identified that children needed more support with their communication and language skills. The manager worked with external professionals to improve staff's knowledge of how to introduce new words to children during their play. Children use a wide range of vocabulary and they are confident communicators.
• In the main, leaders plan an ambitious curriculum for children. However, not all staff are aware of what leaders intend children to learn. This means that some activities are not pitched at the right level. Consequently, some children do not fully engage in their learning and they lose interest.
• Care practices are good. Staff follow hygiene routines effectively and understand how to promote children's good health. The premises are safe and suitable for childcare. Staff carry out risk assessments and they teach children how to manage risks during play. Children settle quickly, develop close friendships and understand how to be a good friend.
• Staff teach children about the importance of living a healthy lifestyle. They provide children with healthy foods and teach them the significance of keeping hydrated. Staff encourage children to access the outdoor area and they take children on walks in the local community. However, some staff are not confident in how to best support children's physical development. For example, they do not consider how the outdoor area can be used to further promote children's large-muscle skills.
• Leaders prioritise staff well-being. They ensure that staff's workload is manageable and they talk to staff about the importance of work-life balance. Staff morale is high. They stated that working at the setting is like being part of 'one big family'.
• Leaders provide staff with supervision sessions and appraisal meetings. They have introduced new arrangements for training and coaching. However, leaders have not had enough time to fully embed these arrangements across the setting. This means that some staff do not always receive the relevant coaching and guidance to help them to improve their practice further.
• Staff support children incredibly well for their eventual move on to school. They work closely with teachers and talk to children about their new classrooms. Children excitedly spoke about the next chapter in their early education.
• The support for children with special educational needs and/or disabilities (SEND) is excellent. Leaders have robust links in place with external professionals and understand the importance of early intervention. Parents and carers are kept informed of their children's time at the setting and the progress that they make. Gaps in learning close and children with SEND make good progress.

What the setting must and should do next

The provider should:

• help staff to have a clearer understanding of the intended curriculum, to better support children's engagement in learning
• support staff's knowledge and confidence in how to best support children's physical development
• refine the arrangements for coaching and mentoring of staff, to help to raise their practice further.