Nightingales Private Day Nursery

What is it like to attend this early years setting?

Children are happy and settled at the nursery. They have close, supportive relationships with their key person. When babies wake from their nap, their key person cuddles and reassures them, until they are confident to explore and play. Staff work closely with children's parents to find out what they know and can do. They use this information to plan engaging activities, which children enjoy. As a result, children make good progress in their learning and development.

Since the COVID-19 pandemic, the nursery has noted that some children need more help with their communication and personal skills. They have adapted their educational programme to further support this. For example, they use lots of stories to support children's learning. They tell parents which stories they are learning about and provide a book-lending service. This helps parents to support their children's learning at home. Children are developing a love of reading and improving their communication and language skills.

Staff work with children to develop the nursery's 'Golden rules'. They help children to learn the routine and behaviour expectations. This creates a calm, well-organised environment where children work together and care for their friends.

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

• The setting has developed clear educational programmes. They know what they want children to learn and be able to do before they leave and move on. The manager understands the importance of staff prioritising spending time with children. They have reduced written records about children's learning. This greater focus means that staff know children well. They quickly adapt teaching to meet children's ever-changing learning needs. Children make good progress and are ready for the next stage of their education.
• For children with special educational needs and/or disabilities, the nursery works closely with parents and other professionals to meet their individual needs. Personalised learning plans are put in place. This targeted support enables all children to make good progress in their learning and development.
• Staff introduce new words to children. They share stories and rhymes with them, which children recite in their play. For example, children sing, 'row, row, row your boat', while rolling out play dough. Staff name the fruits children eat, such as, 'tangerine'. When children begin to speak, staff repeat what they say, giving the correct pronunciation. This helps children to develop their own speaking.
• Staff help children consider who has 'more' play dough. At mealtimes, they help children to consider whether their bowl is 'full' or 'empty'. When children tell staff that they are filling containers up with water, staff explain that they are 'increasing the volume'. This helps children to develop their understanding of mathematical concepts.
• Children make good progress in their physical development. They play outside each day. They move to music and take part in regular yoga sessions. Staff teach children about keeping themselves healthy. When children cough, staff remind them to cover their mouths. They teach children about the spread of germs. A local dentist visits the nursery to teach children about oral health. Dental hygiene products and health information are also sent home to parents. These activities help children to be physically active and healthy.
• Staff provide opportunities for children to lead their own play and make choices. For example, children choose which puzzles they complete during small-group activities. Staff support all children to vote for their preferred activity. However, during whole group singing sessions, children who are not yet able to talk are not always supported to make a choice.
• Parents know who their child's key person is. Staff spend time with parents when they collect their child. They tell them about their child's day. They share regular updates with parents about their child's progress. Staff provide ideas and activities for parents to share in their child's learning at home.
• The manager regularly meets with staff to discuss their professional development. Staff observe each other's practice. They provide relevant feedback and support to improve the quality of teaching.

What the setting must and should do next

The provider should:

• consider ways to further engage all children in making choices during adult-led group times.