Merrydale Private Day Nursery

What is it like to attend this early years setting?

Children arrive at the nursery happy and smiling. They are eager to see their friends. Staff build strong relationships with children. They engage in back-and-forth conversations with children, who enjoy staff's company. Staff have high expectations of children's behaviour. They explain their expectations clearly to children. Children follow staff's instructions and their behaviour is good. They are respectful of each other. Children feel safe and secure. Staff promote children's self-help skills. Children serve their own breakfast cereals and pour their milk. They put the empty bowls to be washed when they finish. Staff encourage children to put their coats on and do up their zips. Children have good independence skills.

Staff provide activities to support children's curiosity and exploration. For example, children explore trays containing autumnal resources and pumpkins. Babies paint with apples and staff add scents to play dough. Babies explore these resources with interest. Toddlers use magnifying glasses to search for conkers in a tub of water. Children enjoy playing and exploring. Staff are skilled in questioning children to help them to solve problems. They ask children to think of solutions to problems. For example, as the water runs off the table, staff encourage children to work out how to catch it. Children find a container to catch the water as it drips off the table.

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

• Staff read stories to children of all ages. They sing songs and action rhymes. Staff sing with babies, who shake musical instruments and attempt to copy the actions that staff model. They access books independently. Older children listen to longer stories. Staff read with expression and create a sense of anticipation as they turn the pages or lift the flaps. Children develop a love of stories, songs and rhymes.
• Staff plan opportunities for children to develop good physical control. Babies prod and poke play dough with their fingers. Staff encourage children to crawl, stand and take their first steps. Children enjoy the outdoor area. They laugh as they run and hop. Children take delight in singing activities and use sticks to tap along to the music. Staff provide activities for children to develop the muscles in their fingers. They teach children how to hold and use scissors. Children develop the skills they need for their move on to school.
• Staff are respectful of children's needs. They promote good hygiene routines. Staff encourage babies to wash their hands before lunch. They ask them if they can change their nappies. Staff provide older children with tissues to wipe their own noses. They encourage older children to wash their hands after using the toilet and when they cough.
• Staff provide opportunities for children to build with a purpose. They share pictures of different kinds of bridges and talk to children about the differences.
• Staff encourage children to think about how they can build a bridge and what resources they can use. Children have conversations with each other about what they can use and how they can build a bridge.
• Staff model number language effectively. They support children to count objects and use the language of size, introducing new language such as 'gigantic' and 'medium-sized'. Children repeat the new words as they play.
• Staff support children with special educational needs and/or disabilities well. They work effectively with outside agencies to provide the necessary support. Staff work well with other settings that children attend. This helps to provide continuity in children's learning. Staff visit children at their other settings. They speak to staff about children's developing needs.
• Staff build positive relationships with families. Parents are very happy with the care their children receive. They comment that their children make good progress and that the nursery is flexible in meeting the individual needs of families. Staff share information with parents. Parents feel well informed and comment on the good communication they receive. They speak highly of the nursery.
• Managers provide supervision sessions to support staff's well-being and development. Staff feel valued and well supported. They have training opportunities available to them. However, managers do not target staff's training and support to extend their individual teaching and address some minor inconsistencies in teaching.

What the setting must and should do next

The provider should:

• target more specific coaching and training for staff to help to raise the quality of education to an even higher level.