Milestones Day Nursery

What is it like to attend this early years setting?

Children receive a warm welcome on arrival at this highly inclusive nursery. It is evident that all staff know the children very well. Children welcome cuddles and reassurance from staff if they feel unsettled. They enthusiastically greet the manager when she comes into their room, and eagerly show her what they have been doing. There is also an effective key person system in place, which promotes children's emotional wellbeing. At times of transition, for example when it is time to come inside for lunch, or when children are preparing to move on to the next room, children receive individual support. This helps children to feel more secure.

Children benefit from a wide range of stimulating learning experiences. The youngest children show considerable concentration as they explore paint using their fingers, brushes, and cardboard tubes. Children who are less confident are supported effectively to take part. Two-year-olds develop their finger muscles as they use different tools to create play dough shapes. They compare and order the size of pumpkins, In the pre-school room, all children are fully engaged in a music activity. They listen carefully and follow instructions, playing their instruments loudly, softly, quickly, and slowly. They also practise counting by shaking or blowing their instruments the correct number of times. There is a lovely purposeful atmosphere as children enjoy learning experiences which are appropriate to their age and stage of development.

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

• Leaders and managers have worked hard since the last inspection to make changes to the nursery. There has been a strong emphasis on the development of the learning environment. The manager has skilfully used the passion and experience of her new leadership team to ensure that the rooms and outdoor areas take account of the way young children learn. This is kept under review, and changes are made regularly to reflect children's needs and interests. As a result, children demonstrate a real sense of curiosity and eagerness to learn.
• The curriculum provided is sequenced effectively to build up children's knowledge and skills, so they are ready for their next stage in learning. There is a strong focus on ensuring that the opportunities provided take into account children's individual needs. The rich diversity of children's backgrounds is celebrated. Additional funding is also used carefully to benefit individual children by providing experiences to enhance their learning even more.
• Staff recognise the importance of promoting children's communication and language skills. Stories, rhymes, and songs play an important part in helping children to learn new words and to become more confident with their speech. The nursery has introduced a range of strategies to support children with special educational needs and/or disabilities (SEND) to develop their communication skills. However, these are not yet fully embedded, meaning that the approaches staff use are not always consistent.
• Children thoroughly enjoy many opportunities to develop their physical skills. The baby room is organised to support children as they become ready to pull themselves up and to walk. Older children take full advantage of the dedicated transport area outside. They practise using different scooters, balance bikes and pedal cars. They create their own obstacle courses. Staff are on hand to offer a helping hand, if required, as children walk along wooden planks. Pre-school children become increasingly confident as they use the apparatus outside for jumping and climbing. There are also regular opportunities for walks to woods nearby.
• Children's good health is promoted effectively. Children eat their freshly prepared lunch enthusiastically. Pre-school children discuss the importance of eating plenty of fresh fruit. They also understand that their grapes have ben sliced in half to prevent them from choking. Arrangements for children who have special dietary needs are appropriate.
• Staff provide some opportunities for children to develop their self-care skills. They encourage children to put on their own outdoor clothing. Staff provide effective support when children are starting to be toilet trained. However, at mealtimes, children do not always do enough for themselves, such as setting the table or pouring their own drinks. Furthermore, sometimes it takes too long for children to be served, which means that they have to wait, rather than being engaged in purposeful learning.
• Leaders and managers continue to evaluate the provision and welcome advice and support. They provide staff with plenty of training opportunities to develop their practice even further. Staff say they feel valued and supported. Parents report they have noticed many positive changes over recent months, including improved communication about their children's learning and development.

What the setting must and should do next

The provider should:

• build on existing good practice to develop a consistent approach to supporting children with SEND's communication and language skills
• consider ways to promote children's independence even more at mealtimes, to provide further opportunities for purposeful learning.