Monkey Puzzle Day Nursery

What is it like to attend this early years setting?

Children are warmly greeted at the door by their key person, whenever possible. This provides a positive start to children's day. Babies receive cuddles and reassurance from attentive staff to help them feel emotionally secure. The youngest children have many opportunities to explore natural materials. They are introduced to mathematical concepts, such as 'full' and 'empty', when they watch water trickle out of containers. Babies investigate real fruit and vegetables and hear new descriptive words, to build on their vocabulary. Staff demonstrate how to roll out a 'sausage'. Toddlers repeat, 'roll, roll, roll', as they use their hands to make their own shapes. Staff extend children's understanding of size and length when they compare two 'sausages' side by side. They listen attentively when children talk about their Christmas trees. This helps children feel respected and encourages them to speak more.

Children learn ways they can keep themselves healthy. In the pre-school room, they clean a doll's teeth with a toothbrush. Children explain, 'If you don't brush your teeth, you'll get bad teeth.' They play outside in all weathers. Children are fascinated to see how their bicycles make tracks in the snow. Older children take part in an organised sports session, where they practise a range of physical skills. They listen carefully to instructions and learn how to throw and catch balls and beanbags.

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

• The new manager is committed to leading a strong team that puts children at the centre of everything it does. She is working with her deputy to gradually make changes to further improve practice and the environment. In turn, staff say that management are approachable and supportive.
• There is clear progression through the nursery. Staff have realistic expectations about what they want children to be able to do before they move up to the next room or go to school. They provide a range of interesting activities that support children on their journey towards acquiring these skills and knowledge. Staff know the precise purpose of each activity and how their key children will benefit.
• Staff use familiar stories to capture children's interest. Children look at a book about a tiger who comes to visit. They become engrossed in making 'tea' and 'cakes'. Children have fun while practising meaningful skills. They competently pour water from a teapot and watch the effects of mixing flour and water.
• Children have many opportunities to develop their independence. Babies are beginning to feed themselves. Staff support toddlers to scrape their own plates. Older children count, 'one, two, three, stop', when pouring their own drinks, to make sure they do not overfill their cups.
• Children understand the rules of the setting. Staff model where to place resources, and children eagerly help to put the equipment away. Staff praise children for their achievements. This encourages children to try harder and persevere, such as when they put on their own snowsuits.
• Staff take account of each baby's unique routine. Therefore, babies sleep and eat according to their own natural patterns. Consequently, they are very settled and content. However, staff working with older children follow a less flexible routine. For example, at times, staff divide children into pre-determined groups to take part in an activity, play outside or go into the 'messy room'. In addition, staff will interrupt children's deep engagement, for instance, to change a nappy at a set time. This means that staff do not consider children's choices, ways of learning and individual interests consistently.
• The manager has worked hard to build parent partnerships since the COVID-19 pandemic. As a result, she has introduced 'stay and play' sessions, special events and a very successful 'coffee and cake pop-in' for parents to meet informally with the management team.
• Parents highly praise the staff team and feel well-informed. They welcome the organised parents' evenings and the detailed information they receive, online and in person, about their children's learning and development.
• Staff work closely with parents and other professionals to maximise each child's potential. The whole staff team attends focused training that equips all of its members to meet the specific needs of children who attend. The special educational needs coordinator guides and advises staff effectively, ensuring that all children make progress. Parents comment on how much staff have helped them with, for example, filling out forms and signposting for advice and support.

What the setting must and should do next

The provider should:

• review routines to increase the opportunities for toddlers and pre-school children to play uninterrupted, make decisions and follow their own interests.