Mosaic Centre

What is it like to attend this early years setting?

Children are happy and eager to enter when they arrive at this warm and welcoming nursery. Staff organise the rooms so they are calm and children settle quickly. Children show high levels of involvement in their play. They show resilience and determination during activities. For example, children choose the pair of scissors they want to use and then persevere as they cut the paper. Staff make behavioural expectations clear, and children learn to be respectful of each other. They listen to their friends' ideas as they build a tower of large bricks. They laugh and giggle when it topples over, and they work together to rebuild it.

Children develop a love of books, stories and rhymes. Babies sit and snuggle with staff as they share a book. They look at the pictures. Staff talk about what they can see and introduce new words. Older children enjoy songs and rhymes. They talk about familiar stories they know. For example, children talk about 'The Very Hungry Caterpillar' story when they find a butterfly outside. Children develop good communication and language skills.

Staff find out about children's likes and dislikes. They know children well. Staff form positive relationships with children as soon as they start at the nursery. Children, including children with special educational needs and/or disabilities (SEND), use their key person as a base to explore the environment. Babies look to a familiar adult for reassurance. Staff give support and encouragement. This helps children feel safe and secure.

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

• A strong management team supports staff to develop their practice. Core mandatory training is in place for all staff to complete when starting the nursery. Leaders and managers have a clear vision of what they want children to learn. Staff plan activities to build on the skills children have learned. Children make good progress.
• Staff encourage babies to stand and cruise around the low furniture. Babies strengthen the muscles in their legs. Toddlers use chunky tools to prod and poke the play dough. Older children manoeuvre tricycles and scooters as they race up and down the path. They climb on the climbing frame and shout, 'I'm climbing!' Children develop good physical skills.
• Children develop early writing skills. Babies use large chunky chalks to make marks on the ground. Older children use a variety of pens and pencils to draw more-detailed pictures. Staff ask children to tell them about the pictures they have drawn. Children give meaning to their marks. They develop good control with mark-making tools.
• Staff model language effectively and listen to children. They ask questions to encourage children to share their experiences. Staff give children the time they need to think and answer the questions. They value children's thoughts and feelings. This helps children to develop as confident speakers.
• Children explore the outdoor area and learn about the world around them. They show interest and excitement when they find some snails in the garden. They feed the snails some grass. Children talk about how the snails hide under the tyre when it rains. They count the number of legs that different insects have.
• Children learn about different cultures and beliefs. They listen to a story about Eid and how children celebrate this festival. Children talk about the similarities and differences of their cultures. They enjoy dressing up in traditional clothes from different cultures. Children begin to learn to be respectful of one another.
• Overall, staff have high expectations for children's behaviour. Children learn to take turns and be considerate of others. Their behaviour is good. When conflicts do arise, staff support children to manage their feelings. They help children to understand how their behaviour affects others. However, sometimes, staff do not always address unwanted behaviour swiftly enough. This means children do not always develop a sense of right and wrong as quickly as they could.
• Children with SEND are very well supported. Staff identify children's needs early. They work with parents and other agencies to put plans in place that meet children's individual needs. At times, when children struggle with a task, staff quickly adjust the activities and resources to suit children's individual needs. As a result, children feel a sense of achievement.
• Parents are happy with the nursery. They know their child's key person. Parents feel well informed about their children's learning and development. They comment that their children have become more independent since starting the nursery. Parents say their children are very happy when attending the nursery and often do not want to leave.

What the setting must and should do next

The provider should:

• support staff to consistently have high expectations of all children's behaviour so that children always develop a sense of right and wrong.