Ninasnursery Limited

What is it like to attend this early years setting?

Leaders have designed a well-sequenced curriculum which, overall, is implemented to a high standard. They have an excellent overview of the needs of the children and families and provide many opportunities to widen the children's experiences. Staff nurture children's curiosity and imagination. Children eagerly make new discoveries and learn using all of their senses. They explore natural resources such as sticks, to enhance their imagination. For example, children invite staff into their play as they use the sticks they have found as 'magic wands'. Children are eager learners who make good progress in their learning.

Children's well-being is prioritised by staff. Staff acknowledge children's feelings and offer lots of cuddles and reassurance. Children are encouraged to test out their own ideas and have a go. As a result, children demonstrate high levels of self-esteem and independence. Even the youngest children have a go at washing their own hands and wiping their noses. Staff use mealtimes well to build on children's growing independence. Children show controlled hand-eye coordination as they pour water into their cups and serve their own food.

Leaders promote caring behaviours. Children learn about the importance of caring for the environment as they recycle materials and talk about the positive impact this has. Children care for the birds in the garden as they make feeders to hang in the trees. Children show considerate behaviours as they interact together and carefully handle worms when exploring outside.

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

• The curriculum for communication and language is a strength. Children's communication and language development is given high priority. Staff teach children familiar songs that they sing regularly throughout the day. Staff who work with babies identify when children want to sing their favourite songs. As babies use some actions from songs, staff eagerly sing along with them. Staff model and extend language for children. For example, staff introduce new language in play, which helps to build on children's vocabulary .
• Staff are skilled in how to teach mathematics in a fun way. As children find worms outside, staff model size language. They encourage children to use their counting skills throughout the day, for example, as they give out milk to their friends. Staff provide many interesting resources of different shapes and sizes that children sort and stack. Older children confidently count spots on dominoes and identify the numbers up to 10 on the room thermometer as they predict the temperature. Children develop a good grounding in early mathematics.
• The curriculum for literacy is well sequenced throughout the nursery. Staff provide opportunities for babies to make marks in flour with their feet and hands. Children gain a love of books and stories as staff provide an exciting range of texts for them to explore. Staff read aloud frequently to children and older children are taught about different authors. Leaders provide a library for the community. This allows children to extend their love of stories further by enjoying books at home with their families.
• Staff enthusiastically encourage children to learn on a larger scale as they provide daily fresh air and physical exercise outdoors. Babies pull themselves up to standing as they stretch up high to paint the outside window. Older children giggle with delight as they chase staff during a game of hide and seek. They use their physical skills to squeeze into small spaces to hide. Staff regularly encourage children to rest and drink lots of water. Older children discuss the importance of keeping their bodies hydrated. These experiences help children to be active and to begin to understand the importance of healthy lifestyles.
• Staff know the children and families extremely well. They have good systems in place to gather what children know and can do. Staff use assessments effectively to quickly identify any concerns about a child's development. Staff have established strong partnerships with parents and other professionals, to support children's development. Timely referrals are made to support staff to make effective adaptations for children with special educational needs and/or disabilities (SEND). Children with SEND are well supported and make good progress in their learning.
• Leaders use research to guide staff practice. They are strong role models with clear oversight and aspirations to provide high-quality care. Leaders value the importance of staff well-being and have arrangements in place to mentor, coach and support staff. This support has a positive impact on the quality of staff practice over time. However, support for some newer staff is not precisely targeted to address minor inconsistencies in their practice. For example, during spontaneous free play, some staff do not consistently use opportunities to build on what children already know and can do, to extend children's learning fully.

What the setting must and should do next

The provider should:

• target professional development opportunities more effectively, particularly for newer staff to address minor inconsistencies in practice.