Natterjacks Day Nursery at St Johns

What is it like to attend this early years setting?

Children settle well on arrival at the nursery. They develop secure attachments to staff and readily go to them for reassurance when needed. In each room, staff consider children's interests and link stories and experiences well to these when planning. Staff successfully build on what children already know and can do across a broad range of areas. During the inspection, babies repeated the names of animals and the sounds they make while handling toy land and sea animals. Two-year-old children enjoyed the sensory experience of pretend mud while playing imaginatively with pig characters from a favourite television programme. Three- and four-year-old children used new words they had learned while playing imaginatively with stick puppets linked to 'The Very Hungry Caterpillar' book.

The manager and staff work closely with parents to identify and close any gaps in children's learning. They invite other professionals into the nursery to support children and staff. They use additional funding effectively to meet the needs of children. Children, including those with special educational needs and/or disabilities, make good progress from their starting points. By the time children move onto school, they have essential skills and demonstrate high levels of self-esteem and confidence.

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

• Staff are working increasingly well as a team following some staffing changes since COVID-19. Regular meetings with the manager help staff to reflect on their practice and support their well-being. Staff training frequently focuses on safeguarding children. However, currently staff are receiving guidance to help them to enhance the oral language of children.
• Overall, children engage well in activities and display a positive attitude to learning. However, during some group activities, staff do not ensure that they or children are positioned well and settled before they start. Consequently, on these occasions, some children are not focused and ready to engage in learning and distract others.
• Children are learning to behave well and use good manners. For example, children say 'excuse me' to gain attention before speaking. Staff involve older children in making decisions. For example, children meet to provide their ideas for the following week's planning and menus. They enjoy taking roles, such as setting tables as lunch monitor and assessing risks as safety officer. These are some of the ways that staff help children learn to be responsible and keep safe.
• There is a strong focus on developing children's communication skills. Staff model language well and teach children new words as they play. Children sing songs and hear lots of stories read by staff. Encouraged by staff, children retell stories using props, such as stick puppets.
• Staff gather and make good use of information from parents to help children to settle well. Parents comment that staff know their children and their unique ways well. They refer to a friendly atmosphere and feeling part of the nursery family. Parents and staff exchange information about children's development electronically and at the end of the day. This helps to keep parents well informed about their children's progress.
• Staff thoughtfully plan inclusive menus to cater for all children's specific dietary needs. Staff also consider allergies and intolerances when providing sensory play materials, for example, they provide gluten-free dough.
• The leadership and management team take on board the views of staff, parents and children to help identify areas to improve. Changes in the baby room and nappy changing room, including removal of the washing machine and tumble drier and installation of new windows, have improved ventilation. Currently, suggestions are being gathered and changes being made to improve the outdoor curriculum. This is to increase opportunities for children to be physically active in their play and for those who prefer to learn outdoors on a larger scale.
• Children listen to stories which reflect different families and people with a diverse range of abilities. They talk about the differences between themselves and others and learn that they are unique. They meet a range of people who work in the local area on walks around the village. They also regularly visit a care home to talk with the residents. Children are prepared well for life in modern Britain.

What the setting must and should do next

The provider should:

• support staff to position themselves more effectively during activities to help children to engage and focus on their learning
• build on the supervision and coaching arrangements to support staff to raise the quality of their practice and children's education.