New Vision Day Nursery

What is it like to attend this early years setting?

Staff warmly greet children and their families on their arrival. There is a true sense of community and joy between staff and parents and carers. Children are keen to enter the caring and inclusive learning environment. They are happy and confident learners. Children form secure relationships with staff and build positive friendships with their peers. This helps them to develop their emotional well-being and feel safe and valued. Staff are highly nurturing and enthusiastic, and they create a respectful environment.

Leaders have worked extremely hard since the last inspection. They have engaged with the local authority to access support and guidance to improve the quality of care and learning experiences for children. Staff deliver an ambitious and sequenced curriculum that fully supports children's learning and development. All children make good progress from their starting points in development.

Staff are highly reflective and know children well. They plan activities based on children's interests, and this supports children's engagement. For example, children develop their creative skills as they excitedly paint their hands to make handprints. They use their imaginations as they spend time 'cooking' in the role play area. Staff have high expectations of children's behaviour, which is very good. Children have a strong understanding of the daily routines. For example, they know they need to wash their hands and take their shoes off when they arrive back to the setting after their trip to the park.

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

• Leaders strive for continuous improvement in the setting. They are dedicated in creating a strong team and are excellent role models to staff. Leaders prioritise staff's development through regular supervision sessions and team meetings. Leaders actively seek professional development opportunities to enhance staff's knowledge and practice. For example, staff comment that recent training around the role of the key person has been useful. Leaders carefully consider staff's well-being. Staff feel valued and supported. This contributes to the respectful and professional environment throughout the setting.
• Staff know children well. They accurately record children's starting points in development. Staff monitor children's development precisely. This allows staff to understand and plan for what children need to learn next. The support for children with special educational needs and/or disabilities is strong.
• Staff understand the importance of good communication skills, and children are confident communicators. Staff develop these skills through singing, storytelling and by engaging in ongoing conversations with children. Staff genuinely value what children have to say, and children confidently share ideas and opinions.
• However, on some occasions, staff do not consistently extend children's learning during spontaneous conversations or when children make observations about their environment. This means they do not extend children's curiosity or thinking skills.
• Partnerships with parents are a key strength. Staff encourage parents to be involved in their children's learning, such as by providing books to share at home from the lending library. Parents appreciate the detailed feedback from staff, which provides a good insight into their children's time at the setting. Staff keep parents well informed about their child's progress through a variety of methods, including daily handovers, an electronic app and parents' evenings.
• Staff provide opportunities throughout the day for children to develop their independence. Children thoroughly enjoy doing things for themselves and for others. For example, children carefully serve their own food at lunchtime and clear their plates when they have finished. They take pride in being responsible for certain tasks in the setting. For example, children enjoy being the 'lunchtime' or 'water bottle' monitors.
• Staff provide children with lots of opportunities to progress their physical development. For example, they support children to develop their gross motor skills as they run, climb and balance during their trip to the park. Children show great enthusiasm for spending time outside in the large and exciting outdoor space in the setting. For example, they eagerly head to the mud kitchen to explore. Staff provide weekly football sessions to help children to further develop their coordination and listening skills.
• Leaders and staff are passionate and hard working. They are proud of the experiences they provide for all children to help them learn more about the world around them. For example, children have gained more knowledge about animals and nature, such as by visiting the local farm and celebrating 'World Bee Day'. Children understand how to keep themselves safe and develop their understanding of road safety during their walk to the local park.

What the setting must and should do next

The provider should:

• strengthen how staff question and expand on what children say to follow children's observations and ideas and help them to develop their thinking skills further.