Pebbles Day Care

What is it like to attend this early years setting?

Children demonstrate that they feel safe and secure once they arrive at the nursery. They run towards the staff and are eager to begin their day. Children form secure attachments with adults from the outset and this helps to give children strong foundations for learning. Children behave very well. They take turns with toys and resources without prompt and older children show a nurturing attitude toward the younger children. Staff act as good role models and reinforce their expectations of children's behaviour very well.

Children make very good progress in relation to their starting points. Leaders swiftly identify those children who are at risk of falling behind, particularly those adversely affected by the COVID-19 pandemic. Consequently, they are given more support in socialisation, independence and communication. This targeted support has a positive influence on children's future outcomes.

Children concentrate for long periods of time. They show high levels of excitement during activities. For example, children squeal with joy when taking part in a foam discovery game. 'Look at me!', they exclaim. Children respond well to praise as staff encourage them to be curious and try new things, as they search for bugs in a messy play activity. This helps to raise their self-esteem and confidence.

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

• The leaders place a strong emphasis on staff well-being. Staff report that they feel highly valued and are given support to develop professionally. Leaders ensure that staff attend team meetings and individual support sessions. They use these meetings well to ensure staff have a clear understanding of their individual areas for development.
• Staff build strong partnerships with local schools. They consider information from teachers to plan a successful transition for older children. This effective practice helps to ensure that children are prepared for the next stage in their education.
• Additional funding is used to ensure that all children have equal experiences and opportunities. Professional advice and support are sought for children with special educational needs and/or disabilities. Sharing information helps staff to maintain high levels of consistency in children's learning and care.
• Children benefit from a broad and balanced curriculum. They visit the local lifeboat station and visit shops and parks in order to learn more about the wider community. Children revisit their experiences with photographs and recall special treats, such as eating fish and chips on the beach. Staff take care to make sure that all children are given the same experiences.
• Parents comment very positively on the quality of education and care that is offered at the setting. They say that the owner has gone 'above and beyond' to make sure that their children have the best possible start to their education. Parents mention that they appreciate the regular detailed feedback about their child's learning and development and ideas for home learning. This ensures a consistent approach to children's learning.
• Children develop a good range of physical skills. They freely explore the vast range of resources that the staff provide for them. They regularly get exercise in the garden and the large, indoor soft-play area. They experiment confidently as they negotiate large play equipment, bounce on a trampoline and chase giant balls around a room.
• Staff are highly effective at promoting healthy lifestyles. Children understand that fruit and vegetables help to keep them healthy and keep their teeth clean and strong. Children are proficient in their self-care, such as washing their hands before eating and after going to the toilet.
• Staff support children's developing language skills very well. For example, they introduce new words to very young children, such as 'bubble' and 'pop' during their play. Staff make very good use of signs and visual aids to help children's understanding. This effectively supports their emerging communication skills.
• Staff provide a good balance of adult-led and child-led activities during each session. However, at times, some staff do not give children enough time to think and respond with their own ideas. This means that children are unable to understand to what is being asked of them and, as a result, they do not always fully benefit from what is being taught.

What the setting must and should do next

The provider should:

• ensure children have enough time to process their thoughts and ideas when responding to questions.