Paper Moon Day Nursery

What is it like to attend this early years setting?

Children are happy and settled in the nursery and are eager to come in. They are greeted with smiles from staff as they begin to play. Babies form close relationships with staff and enjoy showing them what they can do. Toddlers are happy sitting and listening to stories, pointing at pictures and giggling as staff read to them. Older children follow staff eagerly in the garden, searching for centipedes and looking at nature. Children are curious and motivated to learn.

Behaviour is good. Babies are taught from a young age about the behavioural expectations of the setting and as a result, all children are kind to one another. Children are eager to help each other during the day, passing joining pieces of tubing to make ramps for cars. Babies are taught to be gentle to each other and staff encourage small-group activities so that children learn to play together.

Children have lots of opportunities to learn about mathematics. Staff count to babies as they put their feet in wellington boots. Older children learn how to 'divide' dough so that they can share during play. Children in the pre-school room are excited to talk about different shapes that they have made from dough.

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

• Children have autonomy about what they want to do and staff build on their experiences during play. For example, children begin to make pretend Bolognese using different vegetables and dried pasta. Staff talk to them about what they are cooking and the different vegetables they have tasted and smelled. As a result, children are taught to be independent thinkers and choose their own ways of doing things.
• Staff build positive relationships with children and are aware of what children can do. They regularly gather information from parents and families in order to introduce children to new and exciting experiences. For example, children go on a bus trip for the first time as staff teach them about different modes of transportation.
• Overall, children are encouraged to be independent during play. Children in pre-school clean up mud off the floor with a dustpan and brush, and babies select their own coats before going in the garden. However, in some instances, staff will do things for children before they 'have a go' themselves. As a result, some staff miss opportunities to teach children essential skills that they need for later life.
• Children who speak English as an additional language are well supported. Staff ensure that they know and can say keywords in their home language to support them as well as using pictorial aids around the room, so all children can communicate their needs. Staff speak slowly and concisely, to help children understand what is being asked. However, sometimes staff ask questions that do not give children opportunities to express their own ideas and develop their language. Also, at times, staff do not give children time to answer questions they are asked.
• The special educational needs and disabilities coordinator (SENDCo) works well with parents/families and other professionals to ensure that children with special educational needs and/or disabilities are able to achieve what they are capable of. Care is coordinated and all staff are aware of strategies in place to ensure that children make the best possible progress.
• Staff teach children about the importance of a healthy lifestyle. Children in pre-school show enthusiasm as they talk about brushing their teeth and naming different fruits and vegetables. Opportunities for physical development are abundant. Children of all ages can access the outdoors at any point during the day. Toddlers balance on crates whereas babies use ride-on toys to develop strength in their legs. Parents are involved in the planning of the nursery menu. The nursery chef incorporates ideas from parents and provides balanced and nutritious food to children.
• The interim nursery manager and staff have worked hard to form partnerships with parents after the COVID-19 pandemic. They invite parents into the nursery to discuss how they teach children and offer support where needed. Parents comment about how happy they are with the progress that children make and say their children are 'happy'.

What the setting must and should do next

The provider should:

• develop staff practice to create consistent opportunities for developing children's independence, especially for those who are more able
• extend staff's knowledge about effective strategies to further support children's developing language.