Puddles Nursery

What is it like to attend this early years setting?

Children are eager to start their learning as they arrive at this welcoming nursery. They separate well from parents and carers, and staff welcome them warmly. They share a good handover about how their child has been. Staff have high expectations for the children to achieve and develop resilience to 'have a go'. Staff devise a rich curriculum tailored to each child's needs and abilities. There is a clear emphasis on the prime areas of learning with the younger children to make sure they have secure foundations on which to build their lifelong learning. Older children show great excitement as they go on a 'bear hunt' in the garden, and staff adapt the story of 'We're Going on a Bear Hunt' to fit their surroundings. For example, they come across a large pile of 'rustling leaves' and a 'wobbly bridge' that they have to negotiate. Babies enjoy exploring wooden puzzles as staff name the different animals. Toddlers explore how to look after their teeth. They use a toothbrush to clean the model teeth and then practise with a new toothbrush on their own teeth. This helps children to learn about good oral health.

Children's behaviour is good. They know and understand the rules from an early age. If children are having problems managing their feelings, staff use visual prompts and resources linked to the 'Colour Monster' to help them explain how they are feeling. Children show consideration to each other and invite them to join their play. When children are going outside, they pass each other their coats, and older children help the younger ones to get ready to go in the garden.

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

• Management is proactive in making sure that staff have the skills they need for their role. For example, staff working with the babies have just completed 'Talking with babies', which has enabled them to interact more and support the expansion of babies' vocabulary. All staff report that management ensures that their well-being is at the forefront of everything they do. They have appointed a member of staff specifically responsible for staff well-being. Staff report that they feel valued and they can contribute ideas to improve the nursery provision.
• Partnerships with parents are secure. Parents are pleased with their children's progress and feel that staff help them with supporting their children's learning at home. They love the online communication, which includes photographs they can view while they are at work, and know that their child is happy, settled, and enjoying their time in nursery.
• Staff work well together as a team and, in general, support children's learning well. There is an effective key-person system to make sure every child has support. Staff liaise with parents to make sure they have an up-to-date picture of children's progress. However, occasionally, there are times when staff are not consistently engaging with the younger children to help them make the best possible progress.
• Children learn about healthy lifestyles. They benefit from nutritious snacks and meals, and staff sit with them, making mealtimes a very social occasion. Children learn about how exercise helps their bodies. They talk about using their muscles and how their heart pumps blood around their bodies to keep them warm. Children take part in activities where they learn about good oral health and how to clean their teeth properly. The nursery has appointed a children's well-being officer, who is responsible for promoting children's well-being throughout the nursery.
• Staff place a high emphasis on developing children's personal, social and emotional development, their communication and language, and their physical skills. Children build good relationships and feel secure. They learn new words, and older children communicate their needs effectively, showing their curiosity about the world around them. All children gain the necessary skills to support their well-being and physical skills. For example, staff support them to develop the muscles in their hands during various activities and encourage them to practise making marks in preparation for early writing.
• Children with special educational needs and/or disabilities are particularly well supported. The special educational needs coordinator works very closely with staff and parents to make sure that children get the support they need. In addition, they ensure the appropriate documentation is submitted ready for the child's transition to school, making it smoother for all.

What the setting must and should do next

The provider should:

• support staff who work with younger children to be consistent and use every opportunity to maximise their learning.