Mini Steps Daycare Nursery

What is it like to attend this early years setting?

Children arrive happy and are keen to come into the nursery. They separate from their parents at the door, where they are warmly welcomed by friendly staff. Children quickly form warm and trusting relationships with their designated key persons. This helps them to settle and feel secure. Outdoor learning is especially enjoyed by both babies and children. They have many opportunities to explore, be active and to sit quietly sharing books with adults. Children play and share with each other and are forming strong friendships. They listen and respond well to staff, who are always close by to offer children support. This results in children's behaviour being very good.

The managers and staff are aware of the needs of children in their local area. They design the curriculum well, considering the many children who speak English as an additional language and those who have little access to outdoors at home. Teaching is sequenced throughout the nursery, This helps to prepare children for their future learning and the eventual move on to school. Babies have time and space to explore the well-planned environment. Older children are leaning how to write their names and developing a good understanding of mathematical concepts.

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

• Staff find out key information about children when they start to attend. Key persons are assigned from the outset and they hold in-depth discussions with parents. Staff then complete their own observations and assessments to secure their knowledge of what children can already do. They use this information to help understand and meet their key children's individual needs. Leaders make swift referrals to other professionals when they become concerned about a child's development. This helps to ensure that children with special educational needs and/or disabilities receive the timely and specialist help they require.
• Staff provide a language-rich environment full of songs, rhymes and stories. Those working with babies sing nursery rhymes and share books throughout the day. Older children enjoy listening to stories and engage in meaningful conversations and discussions. Staff support the many children who speak English as an additional language well. They take the time to get to know key words and phrases in their home language and use these to aid communication. All children are developing strong speaking and listening skills.
• Parents are keen to have an input into the inspection. They speak very positively about the nursery, saying their children receive high-quality care and education. Parents say staff keep them regularly informed about their children's development and they know how to help with their learning at home.
• All staff show enthusiasm and commitment to their role. Overall, they interact effectively with children and are skilful at responding to them during play to build on the learning they see taking place. However, the organisation of group activities is not always as well thought out. For instance, some of these times are too long and children become quite fidgety and lose focus. At other times, for the younger pre-school children, the teaching is not always developmentally appropriate. For example, staff hold up shapes and expect children as young as two years to name them.
• Staff know the children and their families well. They find out about children's cultural backgrounds and discover as much as they can about families and communities. However, staff do not always use their acquired knowledge as effectively as they could. Consequently, children do not yet receive rich experiences to enable them to truly understand what makes them unique and what they have in common with each other.
• The strong leadership and management team have a clear vision for continual improvement. They ensure staff receive regular support through supervision meetings and undertaking continuous professional development. Staff report these opportunities have a positive impact on their teaching, knowledge and skills. Staff feel valued by the leadership team and this impacts positively on their well-being.

What the setting must and should do next

The provider should:

• review the organisation and teaching offered through group times with an aim to consistently support all children to sustain high levels of learning and engagement
• extend opportunities to support children to understand and celebrate their similarities and differences and to learn more about each other's families and communities.