Next Generation Day Nursery

What is it like to attend this early years setting?

Children know what is going to happen throughout their day. Staff have designed a routine which combines focused teaching time alongside children's independent purposeful play. This consistent structure helps children feel emotionally safe and secure. Children approach transitions happily because they know what is happening and what they will be doing next.

Children behave well. They follow instructions quickly. Staff have embedded appropriate rules and boundaries which keep children safe and ensure a well-organised environment. This helps to maintain children's focus on learning. For instance, pre-school children know which resources are 'open' and available for them to play with, and which ones they need to ask to use.

Children learn to problem-solve through their play. They use their prior learning to compare the sizes of two dinosaur toys, knowing that one will be smaller and one will be taller. To confirm which is taller, staff offer them a ruler to measure the dinosaur toys. Children work together, showing excellent teamwork skills. They agree on the correct answer. This shows that children's mathematical skills are developing securely.

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

• The management team has taken action to address weaknesses identified at the last inspection. It has used effective performance management strategies to improve staff's practice. The quality of education has improved. Staff can now recognise when a child may be at risk of harm or abuse, including exposure to extremist views. They know the procedure to follow to address any such concern. Staff have developed better ways of supporting and shaping children's behaviour.
• Staff support children's communication and language development well. They skilfully build younger children's vocabulary by repeating back and extending their sentences, adding in new words for children to hear. Pre-school staff have high ambitions for children's learning. They teach children words such as 'carnivore' and 'herbivore' while discussing what dinosaurs eat. Children quickly learn these words and use them in context while describing the prehistoric creatures.
• Children are developing healthy lifestyles. Staff plan activities for children to exercise, keep fit and learn about different food groups. For example, toddlers practise their coordination and body control outdoors as they copy staff's star jumps. Staff teach older children about healthy and unhealthy foods during a game of bingo. Children learn that proteins, calcium and fats are all part of a balanced diet. This learning will support children to make healthy choices as they grow older.
• Staff help children to understand why some of their actions might not be appropriate or safe. For example, when children run inside, staff remind them to walk. They ask the children to think about why they should not run, and children respond by telling staff this is so they don't fall over and hurt themselves or others. This is an effective way of staff positively supporting children's behaviour.
• Staff use small-group times to help children learn new skills and knowledge. For example, toddlers play a matching game where they identify a shape and its colour. Older toddlers confidently participate and successfully find shapes such as a semicircle and oval. However, this is too complex for younger toddlers and staff do not adapt the activity enough for them to fully benefit from the learning.
• The manager works with local schools to support children's transitions. She arranges outings for children to visit their future school. Staff help children get ready for their reception class by teaching them social skills and how they can be independent. Staff also try to teach pre-school children letter sounds and basic phonics, but this is not developmentally appropriate for all children. Some children struggle to understand these concepts. Children will learn these literacy skills at school.

What the setting must and should do next

The provider should:

• support staff to adapt the delivery of small-group activities so that children of differing ages and stages of development all benefit from the learning opportunities on offer
• review and refine the literacy curriculum intent for pre-school aged children, making sure it is fully age-appropriate.