Mia Rose Nursery Mitcheldean

What is it like to attend this early years setting?

All children receive a warm welcome from the caring, attentive staff. They receive sensitive support to help them to settle. Children are happy and develop strong bonds with their key persons and other staff. Staff know children's individual needs, family backgrounds, interests and abilities. They plan and implement a curriculum that provides many rich and varied learning experiences that promote children's learning effectively.

As children go about their self-chosen play, staff interact well with them to promote their learning. For example, staff encourage babies to explore shiny shaped resources and show them how to spin discs and stack items. Staff encourage older children to explore the concept of floating and sinking. Children experiment pouring water down shoots and staff help them to consider why water does not flow uphill. Children invite staff to join their role play. For example, they climb aboard the new wooden train outdoors. Staff ask children what their destination is and when children disembark to get 'ice creams', discussions take place about favourite flavours and that the heat of the sun can melt them.

Children are well behaved. They receive guidance to help them learn behavioural expectations and how to stay safe. Staff foster children's self-esteem well, giving children high praise for their achievements. Children gain independence skills from a young age. For example, staff help toddlers learn to pour drinks and make choices in their play. Older children show developing independence as they serve their meals, learn to dress themselves and help to tidy away resources.

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

• Staff initiate lots of discussion to encourage children to develop their language and thinking. They model the use of language to babies and toddlers and introduce new vocabulary as they support children's play. Children learn to recognise letter sounds that staff model during games such as, the 'silly soup' activity. Children take turns to choose and name small-world animals. They add them to a mixing bowl and stir while repeating the sounds that the names start with. Three- and four-year-olds talk about what they are doing and interact with staff and visitors with increasing confidence. They recall past events and answer questions that staff pose. Children who find verbal communication more difficult receive sensitive support from staff. Staff use basic sign language routinely and respond well to children's non-verbal communication.
• Indoor and outdoor areas are well equipped and staff effectively promote children's learning. For example, they create a calm space for babies and encourage them to explore resources using their senses. Children develop a love of books. They snuggle up in cosy areas and enjoy looking at books with staff, their friends, or on their own. Staff also regularly take children to the local library and book warehouse to choose books.
• Staff promote children's physical development very well. Babies crawl at speed, pull themselves up on equipment and develop confidence in their walking skills. Toddlers learn to climb and slide, with staff close by to ensure their safety. Older children show their agility as they pedal tricycles and propel scooters at speed. They run, climb and balance competently. Children develop their small hand muscles as they paint, mould play dough and learn to use scissors safely.
• The management team overall has a good overview of where each child is in their learning. However, planned large-group activities do not always take full account of where each child is in their learning. This means that at times, younger children lose interest and the most-able children are not fully challenged to extend their learning further.
• The management team and staff are all enthusiastic in their roles. The management team regularly review their policies and procedures with staff, following any incidents to improve practice going forward. Staff have good access to training to support their professional development. Many staff have gained recognised childcare qualifications while working at the nursery.
• Partnership with parents is strong. Parents praise the support they and their children receive from the staff team. They report that staff provide daily feedback about children's care and learning experiences. They appreciate regular progress reports and opportunities to join their children for celebratory events. Staff also work well in partnership with other settings children attend to promote continuity in children's care and learning.

What the setting must and should do next

The provider should:

• differentiate whole-group activities more effectively to help meet children's individual next steps in learning.