Nuffy Bear Day Nursery

What is it like to attend this early years setting?

Children are happy and relaxed in the calming and welcoming environment. Staff help children settle with ease and provide a range of fun and interesting activities for them to discover. For example, in the baby room children explore water with paintbrushes and show interest in the marks they make, while in the pre-school room children are engrossed in making ships with the scented play dough. Children develop secure attachments with the staff who are kind and attentive to their needs. For instance, when children wake from their naps, key people provide cuddles and reassurance before the children settle back to play.

Children behave incredibly well. They are kind and considerate to each other. For example, in the pre-school room children invite each other into their play, showing interest in their friends' ideas or suggestions. Younger children are supported by staff to share and take turns when they place shapes into sorters. This helps them to develop the personal and social skills they will need for the future.

Children learn independence skills from the earliest opportunity. For example, older children take full responsibility for their lunch routine. They join the dinner table when they are ready to eat, having the choice to finish their play first. They then serve their own lunch and pour their drinks, tidying up when they have finished. They show maturity as they complete these routines with ease.

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

• Children with special educational needs and/or disabilities (SEND) are supported well. The knowledgeable special educational needs coordinator liaises with the local authority to provide extra support to children and their families. For instance, she fully prepares for transitions to school well in advance of children leaving to ensure that they are emotionally prepared. This supports children with SEND to settle with ease at their new schools.
• The new manager has only been in place for a short while, but she has a clear vision for the setting. She spends time in each room getting to know the children and the routines to inform her decisions. For example, she plans to cut back on the paperwork that staff are completing, and transition all staff over to new online processes. She hopes that this will lessen the burden of work for staff, while continuing to keep parents regularly updated on their children's learning and development.
• Parents and carers are happy with the nursery. They describe the setting as 'friendly and welcoming'. They have adequate time to speak to their child's keyperson and pass over relevant information for the day. Parents praise the phased settling-in visits to the setting, and comment on how well prepared their children are when they are left for the first time.
• Older children have daily access to a well-resourced outside area. They have plenty of space and equipment, such as climbing frames, tricycles and bicycles, to develop their physical skills. However, babies do not benefit consistently from the same wide range of outdoor experiences. This affects their opportunities to explore the natural environment as well as to practise their emerging physical skills outside.
• Children are provided with opportunities to explore their local environment and learn about their wider community. For instance, they take trips on the bus to the local theatre and visit local shops to buy food for snack times. Visitors also attend the setting to teach the children about their jobs. For example, they have visits from the fire service and a nurse. Children ask questions to learn more about their jobs and what they do. This gives children hands-on experiences, and furthers their knowledge of people in the community who can help them.
• Children who speak English as an additional language are supported well. During settling-in visits staff learn basic words in their home language to be able to meet children's needs. However, there are fewer opportunities for children to learn about the faiths, cultures, religions and home customs that are different from their own. This has an impact on children's ability to learn about their friends and the wider world.
• Children are fluent speakers. Staff provide children with a language-rich environment. For instance, staff consistently sing and read to the younger children, so they hear a wide variety of words. Staff in the pre-school room encourage children to describe their feelings and use words to communicate their needs.

What the setting must and should do next

The provider should:

• extend opportunities for children to learn about different cultures, religions and faiths
• increase opportunities for babies to take part in a broader range of outdoor experiences.