Once Upon A Time Daycare Dronfield

What is it like to attend this early years setting?

Children are cared for by dedicated and passionate staff. Staff focus on following children's interests to provide play opportunities and quality interactions, which help to promote children's next steps in learning. For example, staff know that babies enjoy sensory play and provide coloured rice and containers for them to explore. Babies show delight as they feel the texture of the rice. They copy staff when they show them how to make marks in the rice, helping to develop their hand-eye coordination.

Children's emotional needs are met by staff, helping them to feel safe and secure. For example, staff sing and talk to younger children as they change their nappies, helping to build close relationships. All children are supported to develop a sense of belonging. For example, staff gather photos of children's families and pets from parents. Staff discuss these with children and display them for them to see.

Children learn to behave well. For example, staff help children to understand how to share and take turns. Older children develop friendships and encourage each other to eat during mealtimes. Staff implement boundaries as they remind children not to climb on indoor furniture. They use praise effectively to acknowledge and support children's understanding of their positive behaviour.

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

• Staff encourage children's independence from a young age. For instance, during mealtimes, they ask babies to select their own bread and support them to feed themselves. Staff celebrate babies' achievements when they successfully use a spoon. Children show genuine excitement as staff say, 'Yeah, you've done it all by yourself.' Staff help older children to learn how to wash their hands, put on aprons and pour their drinks.
• The special educational needs coordinator and staff are committed to supporting children with special educational needs and/or disabilities (SEND). They develop tailored plans to effectively meet the individual needs of children with SEND, helping them to make progress relevant to their starting points in development.
• Staff provide parents with a written summary of each child's development between the ages of two and three years. However, staff do not consistently include how children are progressing through each of the prime areas of development, to ensure each parent receives an accurate overview of their child's progress.
• Leaders and staff create successful partnerships with parents. They plan and provide events for parents to attend, such as stay-and-play sessions. This enables parents to see the activities children enjoy and what they are learning at nursery. Staff promote children's home learning by providing parents with ideas and information to support children's development, such as toilet training. Parents speak highly of the staff and the care they provide. They appreciate their personalised and accommodating approach and comment that staff are kind and compassionate.
• Babies benefit from the consistent routines that staff implement, helping them feel secure and understand what is happening next. However, the routines staff implement for children in the toddler room are not always as well planned. For example, after lunch, staff do not fully consider how to organise themselves to complete routine tasks while continuing to provide children with quality interactions and support.
• Staff support children's transitions to school effectively. They invite teachers from the local schools into the nursery to meet the children. This helps children become familiar with their new teacher and to build relationships. Staff read stories about starting school to help children understand what to expect and feel confident about this transition.
• Children benefit from healthy meals and snacks prepared by an onsite chef. Families attend 'Come Dine with Me' evenings to taste and provide feedback on new recipes and menus. Children's good health is prioritised. Staff identify and meet children's dietary requirements well.
• Staff state they enjoy working at the nursery and feel supported by the leaders. The management team understands the importance of staff feeling valued and how they positively impact their well-being and practice. They have recently introduced rewards following nominations from children, parents and colleagues for a 'Staff member of the month'.

What the setting must and should do next

The provider should:

• strengthen staff skills in writing the progress checks for children at age two to help provide consistent and clear information for parents
• support staff working in the younger toddler room to understand their role during routine times to ensure children's care and learning needs are consistently met.