N Family Midlands Ltd

What is it like to attend this early years setting?

Leaders work closely with parents and create an effective process that enables children to settle and make quick progress. Strong relationships between staff and children have a positive impact on children's well-being and happiness. Staff understand the starting points of the children and meet their needs. As a result, all children make good progress in their learning and development.

Leaders and staff place high importance on developing children's positive behaviour. Staff are wonderful role models. They set very clear boundaries and expectations for behaviour. All staff are consistent in their clear approach to managing behaviour. Children receive praise from staff throughout the day. Consequently, children are engaged, motivated and curious learners. Outdoors, they show their confidence and curiosity as they handle, and excitedly talk about, ladybirds and millipedes and watch how they move.

Children benefit from an effective key-person system. Staff have a clear understanding of children's ongoing individual needs and personalities, including children with special educational needs and/or disabilities (SEND). Children who need extra support are helped by staff to play alongside other children and include them in activities. For example, younger children are encouraged to play with musical shakers together. Older children explore toy medical equipment and staff prompt them to offer 'check-ups' to their friends.

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

• Children demonstrate exceptional behaviour. They behave responsibly, listen attentively and follow instructions. Staff are highly successful in the implementation of behaviour management strategies. The environment is calm and productive. This helps children to develop consistently positive attitudes to their learning.
• Parent partnerships are strong. The manager is committed to developing an open and supportive relationship with all parents. Parents, including those who have children with SEND, are very complimentary of the staff. Parents benefit from a 'parent room', where they can socialise with each other, and share advice. Parents use an online app to communicate and share learning experiences. This supports two-way communication and continuity of learning and care.
• Children's communication and language are generally well supported. Staff teach older children new words, such as 'deforestation', when they talk about the environment. Staff who work with young babies use sign language and picture cards to support children's understanding of routines. However, some staff do not always adapt when needed, to ensure that all children are able to fully participate, to promote their communication skills.
• Leaders implement a well-thought-out curriculum. Staff ensure they understand what children need to learn and what they can do to help them. Staff give children targeted support where needed. Experiences are carefully sequenced from the youngest to the oldest so that children can embed their learning. This helps to prepare children for their next stage of learning.
• Children with SEND are well supported. Funding is used for additional support, and to promptly train staff to understand specific needs. Staff work with a range of external professionals and parents. They incorporate specific strategies into individual educational plans to meet children's needs. As a result, children with SEND make good progress.
• Staff feel their well-being and training needs are well supported by leaders. Leaders provide staff with a central online training platform and respond to their training requests. This includes mandatory training, such as safeguarding. As a result, staff show they are motivated, and keen to develop the learning and care of the children.
• Leaders and staff value and promote a culture of diversity and inclusion. They implement parent views around racial and cultural sensitivities. They celebrate festivals and involve staff and parents. In addition, the exceptional on-site chef ensures that menus reflect the diverse community they serve. This means that all children and their families are valued.
• Health and hygiene is promoted throughout the nursery. Each room has a 'snuffle station' where children are encouraged to blow their nose with tissue and dispose of it before washing their hands. Staff work together to support a system of using colour-coded plates to separate food intolerances and allergies. This supports keeping all children safe and teaches them about how to care for themselves and each other.

What the setting must and should do next

The provider should:

• support staff further to adapt their techniques, and give children more time to consider their responses, to maximise all children's communication skills.