Once Upon A Time Day Nursery

What is it like to attend this early years setting?

Children's individual needs and interests are at the heart of the curriculum that staff provide. Staff build effective relationships with parents from the start. They gather information about children, such as their preferences and communication styles. This supports a tailored and successful settling-in process for children when they join. Parents appreciate the good communication from staff and how they mirror care routines that babies have at home. Children form strong bonds with staff. They are safe, happy and motivated to learn. The curriculum that staff provide builds on children's individual starting points. Staff help younger children to develop their listening and attention skills. They skilfully engage their attention during group activities. Children enthusiastically count to 10 and show excitement when the pretend alien 'blasts off to space'. Staff teach older children about new concepts, for example the passing of time when using the sand timers and how ice is formed. Staff help parents to support children's learning at home. They lend books to parents to promote children's literacy skills.

Children form good friendships with their peers and play well together. Staff support children to take turns and respect each other's play space. Children demonstrate kindness and teamwork, for example helping each other to move boxes of toys. Staff teach children about healthy practices. They talk to children about the effects of food and water on their bodies.

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

• Managers prioritise partnerships with parents. They recognise the importance of this for children's learning and development. Staff visit children in their own homes before they start. This gives them a deep understanding of the children and allows children to get to know staff in familiar environments. Staff provide ongoing support for parents. They offer 'let's do it together' bags, which include guidance about parenting matters, such as potty training. This supports a joint and consistent approach to children's care and learning.
• Staff actively support children's communication and language development. Babies snuggle into them while listening to stories, and staff introduce new vocabulary. They model and repeat words such as 'roll' and 'shake' while demonstrating the actions. This reinforces children's understanding. Staff sit alongside children at their level during play. They narrate children's actions and repeat back words they say. This strengthens children's verbal and social skills.
• Staff assess children's learning and development to track their progress and plan next steps in learning. They share this information with parents, who also contribute to the assessments. When children attend other settings, staff communicate with them to share children's progress updates. Staff take swift action if they notice any delay in children's learning or development. They discuss any concerns with parents and seek support from other professionals as necessary. This enables staff to implement additional support for children to minimise any learning gaps.
• Staff foster children's independence. Babies learn to use cutlery, while older children serve themselves at mealtimes. They also practice putting on their coats and shoes before outdoor play. These skills help to prepare them for the next stage of learning, including school.
• Children understand behaviour expectations. They develop a sense of responsibility and respond well to staff as they are encouraged to tidy up. Staff remind children to walk inside to keep themselves safe. Overall, staff's organisation of routines and transitions supports children's focus and engagement in their learning. However, mealtimes are not always as well organised. Sometimes, children wait for long periods for others to finish eating. This causes them to become restless and disengaged from their learning.
• Staff support children to learn about the world around them. They teach children words in languages other than their own and children learn about cultural festivals. Staff organise outings for children to explore the local community. They walk to the local shop and visit a care home, where children engage in singing and crafts with the residents. This helps to support children's personal and social development.
• Managers meet with staff one-to-one and as a team to reflect on their practice and professional development. All staff have opportunities to attend further training, and new staff receive a detailed induction programme. Staff report high levels of well-being. They describe their managers and colleagues as 'a team of love'. They appreciate the support they receive from managers to develop in their roles.

What the setting must and should do next

The provider should:

• review the organisation of mealtimes to reduce waiting times for children and help them remain focused and engaged in their learning.