Pallett Drive Day Nursery Ltd

What is it like to attend this early years setting?

Parents and carers drop off and collect their children in the entrance area of the nursery. They receive a warm greeting and staff make time to talk and share information about the children and their day. The staff are kind and caring, and they are alert to children's emotional well-being. They respond to any minor upset and provide comfort and reassure any children who may become upset.

Staff talk to the children and praise them for their good behaviour. Staff lead by example and provide children with simple explanations of how their behaviour may affect others. This encourages children to behave well and play together. Older children are encouraged to talk about their feelings. In the morning, they talk about how they are feeling and why. They consider what might change this if they are feeling sad or angry and then choose a corresponding 'colour monster' to place their name on.

The curriculum is designed to teach all children the skills that they will need to be successful in their next stage of learning. Staff work in partnership with parents to gather information about each child and what they know and can do. Accurate assessments of each child's development provide staff with a plan for children's next steps. They use this information to challenge children effectively and build on the skills they have. As a result, all children make good progress.

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

• Leadership and management are strong. They want all children to learn to be kind, capable and confident. Staff receive good support to carry out their roles and responsibilities. A programme of supervision, training and induction keeps staff's childcare knowledge up to date. Colleagues on training schemes, or those who may be new to the role, are guided by experienced staff.
• Children with special educational needs and/or disabilities receive good support. Staff work with other agencies, parents and other providers to meet the needs of the children.
• Staff have a sharp focus on children's speech and language development. Babies enjoy short group times, where they interact with picture books. They lift the cover to reveal the object on the page. Staff use pictures to help children choose the action rhymes they enjoy. Children listen intently and smile as they move their hands and bodies to the music.
• Older children really enjoy books, and staff are accomplished at maintaining children's interest. Children become immersed as they relish the journey of a bear hunt. They know the words and phrases, and staff include the children in the narrative and let them take the lead. Staff teach the children to begin to understand simple mathematics well. Children vote for the book of the day, placing small sticks into a bowl. Some older children recognise 'more' and 'less' as the vote increases. Children recall making smoothies. They talk about the different texture of the liquid and how it becomes 'sticky' when mixed.
• Staff help toddlers to extend their concentration. They teach the children new ways to make marks by using resources that interest children. Small vehicles and play animals roll through the paint, leaving prints. Staff introduce more complex language to increase children's vocabulary as they talk about the 'wiggly lines'. However, at times, staff do not always ensure that resources to support children's fine motor skills are appropriate for their age and stage of development. For example, staff provide younger children with pencils that are too small for them to grip.
• Outdoors, children run and explore the environment. They learn to climb and slide down equipment, which challenges and develops their large-muscle control. Children learn to play cooperatively in larger group games. They pretend to be different types of beans. They wriggle and shiver their bodies as a 'jellybean' and run proficiently, holding their hands above their heads, as a 'runner bean'. Children follow simple instructions and rules that keep them safe outdoors.
• During the year, staff teach children about some festivals and celebrations of different communities. That said, they have yet to fully embed children's understanding of the different types of communities and families outside of their own experience.
• Staff teach all children good hygiene routines to keep themselves healthy. Children practise dressing and undressing as they prepare for outdoor play. The nursery provides a range of healthy meals for the children, according to their dietary requirements.
• Partnerships with parents are good. Parents say and report that they are very pleased with the care and education their children receive at the nursery. Communication is a real strength, and children are making very good progress in their learning.

What the setting must and should do next

The provider should:

• develop further children's understanding of the wide range of communities and families outside of their own experience
• support staff to consider the use of equipment that follows the sequence of children's development more effectively.