Nuffy Day Nursery - Cottingley

What is it like to attend this early years setting?

Since the last inspection, staff have worked hard to make improvements to the nursery. They ensure children have good quality care and learning opportunities. Staff reflect on their practice and have high expectations for each child. They plan a broad curriculum tailored to individual needs. Children develop to their full potential and make good progress in their learning. Staff offer many activities, which support children's good health and physical development. Children enjoy healthy foods, daily outdoor play and there are swimming lessons for older children.

Children receive a warm welcome from staff, who provide a calm and nurturing environment. Babies feel happy, safe, and secure and show they have strong bonds with their key staff. All children settle quickly with staff who know them well and are attentive to their needs. Children are confident to explore and show a positive attitude to learning.

Children develop a love of books and enjoy listening to stories and singing nursery rhymes. They select books independently and listen as staff enthusiastically read to them. Children join in with familiar words and phrases. Staff and children enjoy using props to bring stories and songs to life. Babies listen intently as staff sing to them and join in with the actions. Children and parents can borrow books to read together at home, which promotes children's continued learning.

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

• Children's independence is supported well. They enjoy making choices about their play, based on their interests. Effective staff follow children's ideas and skilfully extend their learning. Children build a structure with large bricks. Staff demonstrate excellent questioning techniques to support children's thinking. Children use their imaginations well as they lead the play. They talk about size and shape as they build. Staff introduce new language, such as cement, and talk to children about what it is for.
• Children learn to keep themselves safe and staff support them to take controlled risks. During free play, they talk about wearing goggles and high-visibility jackets in the construction area. Children understand they wear goggles to protect their eyes. Children have opportunities to climb, balance and test their physical abilities, indoors and during outdoor play.
• Communication and language are a large part of the curriculum for children of all ages. Staff use every opportunity to enhance children's listening and speaking skills. Staff have introduced Makaton signing to further strengthen communication. Children with special educational needs and/or disabilities are supported well. The highly skilled special educational needs coordinator is proactive in identifying needs and seeking specific and targeted support. This helps to narrow any gaps in learning.
• Staff organise small-group activities well. Children mould and shape play dough, chatting happily about the cupcakes they are making. Routines which involve the whole group such as preparation for lunchtime, sometimes run less smoothly. Children who need extra support to de-escalate their behaviour are supported extremely well. However, this can leave other children with less support. This is because some staff focus on routine tasks, such as sweeping the floor, instead of prioritising the care of the children.
• Parents are very complimentary. Their comments include staff always go above and beyond. They are brilliant, friendly, and caring. Parents are involved in a 'Parents choice awards' scheme, where they can nominate staff and share feedback. Staff are also highly valued by management. Staff well-being is given priority and management offer ongoing praise and support to develop practice. An online survey enables staff to share their thoughts. Management listen to suggestions and act on them. Staff recently received two additional days well-being leave.
• The manager and staff have a clear vision for the future and are committed to providing a high-quality service. All staff work together to evaluate practice. There have been some recent staff changes, which have had an impact on how the nursery operates. However, ongoing professional development is supported, staff morale is high, and staff are motivated, enthusiastic and happy.
• Children's transitions are well managed. Children move into the next playroom when they are developmentally ready. As staff prepare children for the move on to school, they focus on enhancing their self-help skills. This includes pouring drinks, self-serving food, and dressing. This helps to build children's confidence for the future.

What the setting must and should do next

The provider should:

• ensure less-experienced or less confident staff are supported to maintain their focus on the care of the children, instead of prioritising routine tasks.