Newbridge Day Nursery

What is it like to attend this early years setting?

Leaders have a clear vision for the delivery of their curriculum and a strong ethos for encouraging children to play, explore and make new discoveries. They plan the learning environment so children have the opportunities to test out their ideas and to develop their understanding of the world around them. Babies and toddlers confidently explore the outdoor play area. They investigate the wide range of textures available to them.

Leaders place a strong emphasis on using nature to spark children's interest. Staff set out a range of pots in the mud kitchen so children can experience weight changes as they fill and then carry the containers about. Staff incorporate children's ongoing interest in mini beasts into their teaching. Overall, children behave appropriately as they play and explore.

Leaders design the learning environment to motivate children and support their emotional security. Pre-school children can access quiet spaces when they need time to themselves or reassurance from adults. Leaders deliberately mix the ages of the younger babies so they can learn from each other, such as to be inspired to become mobile. Staff are nurturing towards the children and children show they feel safe and secure in their care. Staff know how babies need to be comforted and about their care routines. This helps babies to settle and be content.

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

• Leaders demonstrate reflective practice and identify where they can make improvements that benefit children. For example, they stopped using highchairs with babies so they can enhance children's development at mealtimes.
• Leaders monitor staff practice and provide them with feedback to improve their teaching skills. Staff receive mandatory training and some opportunities to extend their knowledge and skills. Staff state that leaders support their well-being and they feel valued. However, leaders do not provide all staff with precisely targeted professional development to enhance their teaching and children's educational experiences.
• Partnership working is strong. Parents speak very highly about the service provided and value the communication with staff so they can work together to support children's learning and development. Staff liaise with other settings where children also attend to provide continuity in children's learning.
• Staff have a deep understanding of child development and use this knowledge to analyse their observations of children and plan for each child. They have a thorough understanding of each child's development needs and how they prefer to learn. This ensures that teaching is matched well to each child's needs so they can make good progress from their starting points.
• Children with special educational needs and/or disabilities (SEND) are well supported by staff and the SENCo. Staff work closely with outside professionals to implement targeted support plans so that children with SEND can progress towards their development milestones.
• Pre-school children are very sociable and enjoy playing with their friends. Babies and toddlers learn to follow instructions, such as what to do at mealtimes. However, staff do not consistently promote the highest expectations for children's behaviour to fully prepare pre-school children for their move to school.
• Leaders and staff closely monitor children's communication and language development. They have drawn information from a range of sources to develop their own language intervention programme. Staff skilfully support children's communication progress. They identify how they can use activities to secure children's understanding of vocabulary, such as positional language. They place a strong emphasis on the use of stories and rhymes to support children's understanding and vocabulary.
• Staff successfully support children to develop age-related independence. Babies learn how to feed themselves. Staff help them to progress towards using a sleeping mat and self-soothing for sleep times. Toddlers communicate their toileting needs and pre-school children manage their personal care routines independently. They enjoy the opportunities to access drinks when they are thirsty and make decisions about where they will play.
• Staff supervise children well as they play and explore. They recognise when to give children space to attempt a task for themselves and then make timely interventions when support is needed. Pre-school children share their knowledge with friends, for example they explain the rules for a target game. They have positive attitudes to learning.
• Staff follow good hygiene routines to promote children's health. They work closely with parents to support children's well-being. Children enjoy the nutritious meals, snacks and drinks. They benefit from the variety of outdoor play areas which offer a range of physical play opportunities.

What the setting must and should do next

The provider should:

• provide staff with precisely focused professional development to support the continual extension of their knowledge and practice
• support staff to set fully ambitious behaviour expectations for children.