Phoenix Education Day Nursery

What is it like to attend this early years setting?

Children thrive and flourish in this warm and welcoming nursery. They confidently move around the setting, choosing how they play. Children eagerly explore the wide range of exciting opportunities which help them make good progress in their learning. All children, including babies, form strong bonds with their key person. Babies enjoy cuddles and reassurance when they feel tired or upset. Older children make friends and enjoy playing with each other. They demonstrate that they feel safe and secure.

Healthy lifestyles and healthy eating are a big part of the nursery curriculum. Children learn about the benefits of a healthy diet and fresh produce. They are provided with freshly cooked meals. Staff discuss with children the importance of healthy eating and brushing their teeth. Children learn about visiting the dentist. This helps them to develop good hygiene habits. Resources in the home corner reflect this very well. Children cut and play with real vegetables, and all play food reflects and promotes healthy eating.

All children, including babies, have plenty opportunities to explore the outdoors. They enjoy jumping in the big puddle with the staff, and take age-appropriate risks. This helps children become resilient and develop confidence in their abilities.

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

• Staff know their key children well. They use observations and assessments effectively. Staff use these to identify children's next steps and plan activities to support and challenge their learning further. The special educational needs coordinator and staff work closely with parents and external services to provide targeted plan for children's individual needs. As a result, all children, including those with special educational needs and/or disabilities, make good progress in their learning and development.
• Children are supported to be independent. Staff help them to develop key skills, such as going to the toilet by themselves, washing their hands and serving their meals.
• Staff are sensitive to children's emotional well-being when they first join and when they move between rooms. Settling-in processes are robust throughout the nursery, particularly for babies. Staff encourage good behaviour through explanation and gentle reminders, such as saying 'please' and 'thank you'. They praise children for their efforts and achievements throughout the day.
• In general, children benefit from a good, consistent routine. This helps all children, including babies, to know what is happing now and what will happen next. However, at times, children wait too long while staff prepare the next activity. For example, at mealtimes, children, mainly in the toddler and pre- school rooms, wait for a long time for their food. This impacts on children's behaviour, causing them to become restless.
• Partnerships with parents are a strength of the nursery. Feedback from parents is overwhelmingly positive. They are informed about what their child is learning and how they can help to support them at home. For example, staff provide parents with different resources, such as toilet training information and new baby arrival packs. Parents comment that they are very happy with the care their children receive. Staff share the nursery menu and recipes with them. Parents feel well supported.
• The management team works collaboratively and efficiently. Staff well-being is a priority. Managers evaluate staff workload effectively and ensure it is manageable. Staff comment that they feel very supported.
• Books are a big part of the nursery. Staff read to children and babies throughout the day. They use books to extend and embed children's knowledge and understanding of the wider world. For instance, staff in the pre-school room discuss with children the role of different vehicles while looking at a transport book. They ask relevant and meaningful questions to extend and further support children's language. Children enthusiastically join in and voice their ideas. As a result, they develop a love of books and become confident communicators.

What the setting must and should do next

The provider should:

• review and improve transition times between activities, specifically at lunchtime.