Mighty Acorns Day Nursery Ltd

What is it like to attend this early years setting?

Children enjoy spending time at this welcoming setting. They chatter happily as they are greeted by friendly staff. They settle into their routines quickly. Children show that they feel safe and secure as they confidently move around the space. Staff build strong bonds with the children. If children are upset or feel unsure, they seek staff out for hugs and reassurance.

Staff have high expectations of all children. They are good role models and children behave well. Staff provide children with clear instructions. This helps children to understand what is expected of them. With support from staff, children learn to share and take turns. They play well alongside and with their friends. Children work together as they play. For example, children build sandcastles together. They fill buckets with sand and discuss how they will tip it over as it is heavy. They proudly show adults their achievements.

Staff provide children with ample opportunities to play in the fresh air and exercise. Younger children jump around excitedly as they dance to music and wave scarves in the air. Older children laugh as they run, jump and climb in the garden. Staff plan group games that support children to build on their existing physical skills and learn new ones. Children have opportunities to ride on bikes and scooters. This helps them become spatially aware as they navigate around the outdoor space.

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

• Managers have recently reviewed the curriculum and have a clear idea of what they want children to achieve while at the setting. Staff know the children well and plan a range of exciting activities for them to explore. However, children are not always challenged to further their thinking. This means, children are not always able to make the progress they are capable of achieving.
• Staff are dedicated to meeting children's individual needs. They feel well supported by managers and value the focus on well-being. Managers plan training that meets the needs of staff and helps them to support the children that attend. For example, recent speech and language training has supported staff in using a variety of strategies to help children develop in this area.
• Parents compliment managers and staff for the care they provide for the children. Staff provide parents with daily updates about their child's day and support for when children are reaching milestones, such as potty training or moving to school. However, parents are not all aware of who their child's key person is or what the focus is for their child's next learning.
• Staff support children's speech and language well. They talk to children while they play or take part in planned activities. For example, children take part in a play dough activity. Staff talk to them about what they are making. Children share their ideas and listen when their friends are talking. Staff use different communication methods, such as picture cards and simple sign language for children with speech delay or who speak English as an additional language. This helps to meet children's individual needs and support communication.
• Staff help children develop a love of books. They regularly read to children in small groups. Staff engage children in the story telling and talk to them about trips to the beach or going on an aeroplane. This helps children to recall events and extend their knowledge and vocabulary.
• Children are developing independence skills. Staff provide them with opportunities to complete tasks for themselves. All children, even the youngest, feed themselves at mealtimes. Staff encourage children to complete self-care routines, such as washing their hands.
• Staff help children to learn about the world around them. They plan activities so children can celebrate other cultures and religions. Staff use their own backgrounds and cultures to extend children's learning. They introduce children to words from other languages. This helps children to celebrate differences between themselves and extend their knowledge of the wider world and to build a positive self-image.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff recognise and know how to report concerns about a child's development. They work well with other agencies to help children and families get the advice and support they need. This means all children make good progress.

What the setting must and should do next

The provider should:

• support staff to strengthen the opportunities to challenge children's thinking and encourage them to solve problems
• develop relationships with parents further to ensure all parents know who their child's key person is and offer more precise details of the next steps planned for their child.