Nordic Star Nurseries

What is it like to attend this early years setting?

Children settle quickly as they receive a warm welcome from the kind and caring staff. They enjoy the exciting activities planned for them as they arrive. They are enthusiastic, active, interested and curious to learn.

Children take opportunities to develop and extend their own play. They are confident to approach staff and visitors and to engage them in their play. They enjoy role play in the home corner and dressing up as firefighters. They proudly wear the fire hats and use the walkie-talkies to talk to each other. Children develop their communication and language skills through story time with songs and rhymes. Staff are enthusiastic and comment on what children are doing, offering praise and guidance. Children develop their knowledge of numbers as they count the cars they are manoeuvring down the track.

There are plenty of opportunities for children to develop their physical strength and mobility. They confidently use the climbing frame and balance on the soft-play resources. Staff give babies the confidence to practise their crawling and walking skills through lots of praise and encouragement. This helps to promote children's self-esteem and supports children to make good progress in their development.

Children behave very well. Staff are positive as they show respect and listen to what children say. They provide gentle reminders and explanations to help children learn about rules and boundaries. Children show respect for others, encouraging their friends to join in and take turns.

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

• Staff provide exciting activities based on children's interests. This includes what they know and what they need to learn next. They do this through a well-thought-out curriculum that is challenging and implemented to support children's learning and progress, quickly identifying any potential gaps and putting in place appropriate support.
• Staff are sensitive to children's needs, and they help children to manage their emotions by talking to them and encouraging them to explain what they are feeling. They use books and favourite toys to settle and help children feel secure. Children receive praise and encouragement throughout the day. This helps to support their emotional security. However, at times, during preparation for outings, the organisation means that children sometimes wait too long with little to occupy them.
• Leaders and staff have high expectations of children and work hard to achieve the best outcomes for them. Together, they review children's development and work hard to identify any gaps in children's learning. This provides the focus for any support needed and to plan what children need to learn next. Secure systems are in place for staff to work with other professionals and the local authority advisers. Staff are knowledgeable about how to plan targeted provision for children with special educational needs and/or disabilities.
• Children have good opportunities to develop their understanding of diversity, including through daily outings in the local community to places of interest. They also hear other languages spoken at the nursery, for example by children who speak other languages at home.
• Parents speak highly of the nursery. They comment positively on their child's experiences and express that staff are approachable and friendly. There are many effective strategies to support parents to be involved in their children's ongoing learning. Parents would welcome more regular information and clearer communication about any changes, including in relation to staff structure.
• Staff interact warmly with children during care routines, such as nappy changes and mealtimes. Children enjoy freshly prepared meals in a well-organised, calm space in each group area. Staff work with parents to understand what children like to eat. Children with allergies are well catered for. Children enjoy the opportunity to be independent. They use their skills well to serve their food and use cutlery. Staff are aware of children's dietary needs, and daily routines, such as mealtimes, are well managed to ensure that children are kept safe.
• Leaders and staff review their practice regularly to help make ongoing improvements to the setting. They are aware that there has been a transition period with a change in staff and managers. There has been a focus on supporting the team and staff's well-being. Leaders are providing staff with valuable professional development to extend their knowledge and skills. Staff speak highly of their managers and say they feel supported and that their specific interests are fully included. Good induction and supervision opportunities enable staff to clearly understand their roles and responsibilities.

What the setting must and should do next

The provider should:

• strengthen communication with parents to support children's care, learning and progress even further
• improve the organisation of daily routines, particularly for outings, to ensure that children can fully enjoy their play
• review the organisation of transition times, particularly to support children so that they do not have to wait too long with little to occupy them.