Quays Park Nursery

What is it like to attend this early years setting?

Staff use observations and assessments well to build an individualised curriculum that supports children's interests and next steps in learning successfully. Children love sharing books, such as 'Where's my Teddy?' They listen attentively and respond keenly to questions posed. Staff skilfully help older children to talk about their own teddy bears to help them make links with their own experiences. Children use mathematical language well to compare and describe the different-sized bears. Staff use the opportunities that arise well to help children explore different emotions. Children offer suggestions about what makes them scared.

Children feel safe. They become familiar with the daily routines and rhythms of the day from an early age. For example, familiar songs mark changes in the day, such as to tidy up, to wash hands or to line up for outdoor play. Older babies are excited to make choices about the songs that they sing, reaching for objects in the song bag. They giggle happily, anticipating the 'pop' of the bubbles. Older babies thoroughly enjoy exploring the musical instruments to accompany familiar songs. Staff show children how to use the instruments, for example the castanets, in different ways. Babies explore and find different ways to make sounds, such as tapping a wooden block on the castanets, smiling happily at their achievements.

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

• The curriculum is well designed and helps children to build their skills for future learning. The positive interactions from attentive staff help children achieve in all areas of their learning. For example, young children follow instructions well to sort shapes and post them correctly with good guidance and support from staff. The curriculum supports children to be confident communicators. Staff are beginning to use their training and various resources, such as visual reminders and sign language, to better support the less confident children.
• Older children keenly share what they know about the importance of oral health and show how to brush their teeth. However, there are interruptions to their learning, and staff do not always help children to link their learning to build on what they already know.
• Young children gain confidence in their movements. They find different ways to climb and descend the raised areas in the garden, under the watchful eye of staff. Children challenge themselves well, for example, to cross stepping stones and to climb the climbing frame. They confidently ask for help when needed, reaching for a hand to help them balance.
• Children gain good independence. For example, babies make good attempts to feed themselves. Older children clear their lunch plates and scrape unfinished food into the recycling bin. Children understand why they need to wear sun hats outside and apply sun cream independently. Staff meet children's care needs efficiently.
• Children behave well. Staff support those children who need extra help to self-regulate well. They try and test strategies effectively to see which work best for individual children. This means beneficial support can be provided consistently to help children re-engage in their learning and build friendships.
• There are good partnerships with parents. In particular, staff work closely with parents to meet children's health and additional needs. Parents engage in a detailed handover at drop-off and collection times with a familiar member of staff, who knows their children well. Staff share regular updates through the online app and hold parents' evenings to share children's learning. Staff encourage continued learning at home, for example through story sacks and 'Our class bear'.
• There is good security throughout the nursery. Parents understand not to let visitors into the setting. Staff supervise children closely and maintain a safe environment for children to play. When minor accidents occur, staff administer treatment, provide cuddles and consider changes to the environment. They promptly inform parents using the online app.
• The provider ensures the management team has the skills to fulfil its role. Managers have good oversight of what works well in the nursery and what needs to improve. For example, they are currently evaluating the outdoor provision and encouraging staff to reflect on how this supports the curriculum to ensure it meets all children's needs.

What the setting must and should do next

The provider should:

• review the organisation of group times to challenge children further and help them link their learning in meaningful ways
• embed training and coaching to enable staff to support children's communication and language skills consistently.