Mount Lane Day Care Nursery Ltd

What is it like to attend this early years setting?

Children thrive in this welcoming setting where they feel happy and safe. Staff are kind, caring and attentive. They get to know children well. This helps to promote children's emotional well-being. Children are well behaved, motivated and willing to join in with the good range of opportunities and experiences on offer. Babies enjoy taking part in an adult-led sticking and gluing activity. They develop their physical skills as they climb and balance on the soft-play equipment. Older children enjoy the time they spend outdoors. They develop their imaginations well as they use the outside tap and pretend to wash their toy vehicles in the 'car wash'. Children of all ages develop a real interest in books. They enjoy story times, where stories are read by enthusiastic staff. Children excitedly join in with familiar phrases and predict what may happen next.

Staff have high expectations of children. They encourage them to take responsibility for small tasks such as helping to tidy away after activities, dressing themselves ready for outdoor play and managing their own personal care routines. All children make good progress in their learning, according to their individual starting points. They are developing the skills they need to help support their future learning, including moving on to school.

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

• Children's communication and language skills are developing well. Babies babble in response to adults' interactions. Toddlers name animals cut from play dough and excitedly make the sounds of these animals. Pre-school children confidently engage in discussions and conversations with each other, staff, and visitors.
• Staff promote children's mathematical understanding through a variety of ways. Younger children join in with number songs and rhymes. Older children are encouraged to solve number problems as they count to work out how many more puddings are needed for the number of children sat at the table.
• Staff successfully manage children's transitions to the nursery. When children are new, staff arrange settling-in sessions and take time to get to know them and their families. They gather important information during this time and use this well to help children to settle, for example, they follow individual home routines for babies.
• Staff are attentive to children's individual needs. They respond swiftly when children need changing or comforting. Healthy meals and snacks are provided. These adhere to children's individual dietary needs.
• Children behave well. Staff encourage children to be kind and caring. Children share toys, take turns, and learn to cooperate. Older children are polite and remember to say 'please' and 'thank you'.
• Children who have special educational needs and/or disabilities receive high levels of support. Staff work well with other professionals. This helps to give children the focused support they need and ensures that gaps in learning are closed. Additionally, the nursery has good links with local schools and this helps support children's eventual move to school.
• Staff have developed effective partnerships with parents. They share regular information with parents about children's progress and plans for children's future learning. Parents express their satisfaction with the nursery. They say the staff are 'amazing' and they would recommend the nursery to other parents.
• The management team provides good opportunities for staff to keep all mandatory training up to date, such as safeguarding and first aid. They acknowledge that during the pandemic opportunities for further staff training has been reduced. However, now restrictions are gradually easing the management team are keen to ensure that all staff can access further training to build on their already good knowledge and skills.
• Staff plan a broad and balanced curriculum that covers all areas of learning. They have a good understanding of how young children learn and develop. They know children well and consider children's individual interests when planning activities. The quality of teaching is good. However, on occasions, the organisation of some group activities could be considered further to help children to become even more engaged in their play.

What the setting must and should do next

The provider should:

• focus on the professional development for all staff to enhance the already good teaching practice even further
• consider further the organisation of some group activities to help children to become even more focused in their play.