Oceans Day Nursery Ltd

What is it like to attend this early years setting?

Staff gather information from parents about children when they start at nursery. This helps them know how to meet children's needs effectively and promotes continuity in their care. Staff prepare the environment with activities that they know children find interesting. Children are excited to learn and show good levels of concentration. For example, older children dress up as builders in the role-play area. They use pretend drills and hammers to fix and mend toys for considerable periods of time. Toddlers completely focus their attention while exploring messy play. They pour rice into different-sized bottles and pots, developing their small muscles as they hold the containers. Babies spend time exploring percussion instruments. Staff support them as they play and help them to choose what they want to do next.

Children confidently articulate what they know and have remembered. They use vocabulary introduced by staff as they read stories. Children name the foods the caterpillar has eaten and use real foods to retell the story. Children are keen, motivated and inquisitive learners. They explore the environment with enthusiasm and enjoyment. All children, including children with special educational needs and/or disabilities, develop a positive attitude towards learning. For example, children enjoy exploring sounds and different textures in a sensory room staff have developed.

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

• The manager has created a curriculum to build on what children know and can already do. Staff use their observations and assessments to plan activities that are relevant to support children's further development. They use children's interests when planning activities so children are continually excited about their play. However, not all staff are fully aware of the curriculum intention. This has led to inconsistencies during activities as some staff do not always focus on what they want individual children to learn next.
• Children thoroughly enjoy stories and show good levels of concentration. Staff offer praise as children say the familiar phrases in the story and know who the main characters are. Children know they can gather information from books, as they use them to learn about animals.
• Parents are positive about the nursery and the staff. They comment that the setting 'feels like home' and that staff are professional and friendly. Parents feel that children benefit from learning sign language to develop children's communication and language skills. However, not all parents know what their child needs to learn next and how they can support their child's learning at home.
• Staff use positive praise and encourage children to have a go at new tasks. They are good models and give children gentle explanations of how they expect them to behave. Children behave well and enjoy the company of others. For example, babies enjoy splashing in the water tray together and giggling at their friends as they play companionably together. Toddlers play cooperatively and learn to share and take turns. They share resources as they pretend to go on a camping trip, and older children use rackets to bat a ball to each other. This helps to prepare children for their next stage of learning and the eventual move on to school.
• Staff organise the outdoor space well. This area is well used, as all children have the opportunity to explore activities that interest them. Older children develop physical skills as they climb and use the slide. Younger children dig in sand and pour water into different containers.
• The owner and manager support staff to improve their skills and knowledge through targeted professional development. For example, staff have recently received training to support children's oral health. They reflect on the positive impact this has had on building children's awareness of how to clean their teeth and why this is important to their health.
• Staff teach children good hygiene procedures, such as washing their hands before mealtimes. Children are encouraged to be independent and clear away their own plates and cutlery after eating. However, the organisation of some daily routines leads to older children being inactive for extended periods, particularly at lunchtime as they queue to serve themselves.

What the setting must and should do next

The provider should:

• support all staff to have a clear understanding of the curriculum intent so that they consistently focus on what they want children to learn next
• extend the partnerships with parents further to help all parents understand how to support their child's individual learning at home
• review daily routines to support children to always be actively involved in their learning.