Puddle Jumpers Nursery

What is it like to attend this early years setting?

Staff help children to settle and separate easily from their parents on arrival. Children demonstrate that they feel safe and secure at the nursery as they move around freely and with confidence. Leaders have devised a broad curriculum that helps children to learn what they need to know next. Leaders' vision is clearly implemented throughout the nursery. For example, staff support children well to be independent and curious learners. All staff get to know children well. They gather relevant information from children and parents. This includes fully understanding children's individual personalities, including their likes and dislikes. Staff establish secure and trusting relationships with all children. Children enjoy the company of staff and their friends.

The expectations for behaviour and conduct that staff have for children are high. Children behave well as they have clear and consistent boundaries. Staff support children to use lovely manners and model kindness and respect to others. Children learn about language of feelings. They practise expressing their feelings in a range of activities. For example, they attentively listen to the story and then re-enact what they learn when making play dough with the colour of their feelings. Children take turns to name their feelings. They realise that often they feel a mix of emotions and say they have 'rainbow feelings.' Staff follow children's lead and extend their learning through meaningful discussions.

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

• Leaders closely monitor the quality of education and care that staff provide for children. They regularly evaluate staff's teaching skills and provide constructive feedback. Leaders and staff reflect on their practice together and use their findings to support their future practice. Staff praise the opportunities for professional development and how leaders support their well-being. This ensures that quality of education is good in this nursery.
• Children are motivated and have lots of opportunities to develop a love for books. Stories are brought to life by staff, who skilfully enhance children's attention and listening abilities. Babies explore books as they cosy up with their key person. Children look at books independently and with staff guidance.
• Children show their acquired knowledge and rich vocabulary as staff engage them to discuss what they like to do next. However, some staff do not always narrate to babies what they are doing to help them to link words with actions. This does not consistently support babies' communication and language development to the same high level as that of older children.
• Overall, all children engage in their learning experiences at the nursery. However, at times, staff do not consistently support babies to get the most out of learning experiences. For example, some babies become unsettled when they move to a different area of the room for meals or before outdoor play.
• The special educational needs coordinator and staff team ensure that there is a consistent approach to meeting the individual needs of children. Children receive personalised and targeted support, for example, to manage their behaviours. This supports them to make the progress they are capable of.
• Children learn about healthy lifestyles and self-care. They demonstrate that they know the thorough handwashing routines and follow these carefully. Older children manage their own toileting with confidence. Children eat freshly made, healthy and balanced meals prepared by the nursery cook.
• Staff help children to develop good physical skills. Children are able to balance and move their bodies as they go through a small obstacle course. Younger children are confident to climb small indoor equipment. They further develop their stamina as they enjoy walks to the local park.
• Staff prepare children for the next stages of their learning and development. For example, children strengthen their small muscles as they explore malleable materials and make marks with chalk. Older children write their names independently or with minimal support.
• Staff have completed behaviour management training and are clear about sharing behaviour expectations. Leaders monitor staff's practice to ensure boundaries and routines are consistent. Staff teach children how to solve conflicts and encourage children to take turns in their play.
• Parents spoken to at inspection and written comments provided express how pleased they are with children's care and progress. They are kept informed of their children's learning through the sharing of information, both verbally and through an online application.

What the setting must and should do next

The provider should:

• ensure staff make consistently good use of opportunities to narrate to babies what they are doing and help them to link words with actions
• strengthen staff's skills to best support babies during transition between routines and activities.