Nuffy Bear Day Nursery

What is it like to attend this early years setting?

Children arrive happy and settled at this warm and inviting nursery. They eagerly greet staff who they have formed secure bonds with, which helps them to feel safe and secure. Staff implement an ambitious curriculum that supports children's learning and development. Staff are highly engaged and responsive, supporting children as they explore the environment. During outdoor play, staff actively encourage children's curiosity, as they discover spider webs, accentuated by morning dew. Staff help children to notice the patterns in the webs and ask questions, such as, 'Where do you think the spiders have gone? '

Children benefit from a unique and wide range of extracurricular activities at the nursery, such as French lessons, swimming, multi-sports and trips to the local park. These activities support children's physical and mental well-being and enhance their experiences of the wider world around them.

Children's voices are heard and valued. Staff consider children's interests and ensure that the environment reflects these. For example, babies show a keen interest in sensory play. They become immersed in play with foam, and they giggle as staff clap their hands and foam sprays into the air. Staff ensure that children receive plenty of praise to recognise their achievements, helping to build on their confidence and self-esteem.

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

• Staff have a clear understanding of what children know and what they need to learn next. They provide engaging learning opportunities that build on the skills children need for the next stage of their education. For example, staff facilitate group-time activities, which promote turn-taking as they complete alphabet puzzles, helping children to build on their attention and listening skills.
• Babies receive nurturing care. Staff use gentle communication during nappy changes and singing to reassure babies. Babies are encouraged to develop physically with equipment designed to promote crawling and standing. Staff maintain clear communication with each other to ensure smooth transitions and to refine their teaching strategies that are based on babies' developmental needs.
• The nursery has robust procedures in place to ensure that children are kept safe. Risk assessments help the nursery to remain free from hazards. Staff embed clear routines and expectations that children are familiar with as they move around the nursery. For example, children know to use their 'ears for listening' and 'eyes for looking' and to stay close together in the group as they move to the garden.
• The environment is rich in opportunities for children to develop their literacy and mathematical skills. Staff regularly incorporate counting into daily routines and provide plenty of literacy-rich activities, helping children to become familiar with letters. They begin to recognise the sounds of letters as they associate words that begin with the letter 'p'. Children enjoy shared reading, which fosters a love of books.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with the families and a range of external professionals to create a consistent and holistic approach between home and the nursery. The use of 'see and learn' strategies fully support children to understand daily routines and transitions. This has a positive impact on children with SEND, helping them to thrive in the nursery.
• Parents highlight staff's genuine care for children and highlight strong communication from the nursery. They are kept up to date with their children's learning and development with regular parents' evenings. Parents are provided with a wealth of information about local community events and ways to support their children's learning. For example, they receive advice on potty training.
• Staff promote children's independence in daily routines, such as handwashing and during mealtimes where children self-serve and engage in social conversations about healthy eating. Staff use effective questioning to help children problem solve. However, at times, not all staff leave enough time for children to respond to questions, reducing their opportunities to think independently.
• The nursery places great emphasis on supporting transitions to school. Local schools visit the nursery to help children adjust to new teachers, and staff work closely with schools to identify key skills, such as listening and attention, that children need for a successful transition.

What the setting must and should do next

The provider should:

• support staff to allow children more time to respond to questions to enhance children's thinking and language skills.