Queensbury Private Day Nursery Limited

What is it like to attend this early years setting?

Children show their positive attitudes to learning as they play and explore under the care of the enthusiastic staff at this nursery. They grow their communication skills as staff provide opportunities for children to use new words as they play. Children in the pre-school room enjoy taking part in pretend play. Staff provide toys and resources to extend children's learning. Children pretend to work in a café or a dentist. They develop their understanding of the community and people who help them. Children build relationships with their friends as they play together.

Babies enjoy exploring their senses as they explore a tray of cocoa powder. Staff show them how to make patterns in the powder. Babies watch and copy, using their fingers to draw lines. This supports their early understanding of mark making. Toddlers excitedly add coloured powder paint to puddles. They are curious as they watch the colours mix together. Toddlers delight in splashing in the puddles as they 'stomp like dinosaurs'. Children benefit from spending time in the outdoor area. They learn to be physically active. Children build their large-muscle skills as they ride on push-along toys or paint on big sheets of paper.

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

• Staff find out about children's interests. They share a two-way flow of information with parents and carers about their children's development via an online app. Staff use this knowledge to plan how they will further support children's learning. For example, staff use picture cards of children's favourite television characters during children's play. Children listen to staff saying key words and repeat these back to them. Staff regularly check children's progress and identify any gaps in their learning. They then ensure that children receive targeted support and continue to make good progress.
• Children take part in group activities, such as listening to a story. However, on occasion, the group sizes are too large or activities are too long. Some children struggle to concentrate for the time which staff expect. As a result, children sometimes lose focus on what they are supposed to be learning.
• Staff encourage children to be polite. They show children how to use words such as 'please' and 'thank you'. Consequently, children behave well. When rare incidences of unwanted behaviour do happen, staff direct children's attention elsewhere. They talk gently to children and help them to learn what is expected of them.
• Older children wash their hands independently. They learn how to manage their own personal hygiene. However, staff help children in the baby room to wash their hands by placing them in the same bowl of water. This does not support young children's understanding of hygiene and germs.
• Staff provide some children with opportunities to be independent during mealtimes. For instance, pre-school children serve their own meals at lunchtime. However, the same opportunities are not offered to some of the younger children. Snacks are often pre-prepared and then served by staff. This does not consistently help all children to develop their independence skills.
• The nursery uses additional funding to purchase sensory resources and electronic devices. These specifically meet the needs of children with special educational needs and/or disabilities (SEND). Staff teach children with SEND simple sign language to help them to communicate their needs. This ensures that children with SEND make good progress.
• The nursery has gone through a recent turnover of staff. Leaders are continuing to develop the skills and knowledge of new and less-experienced staff members. They are supporting them in working towards gaining relevant childcare qualifications. Staff receive personalised training and support to enhance their practice. This has a positive impact on the care and experiences of children.
• Leaders have failed to notify Ofsted of a significant event that happened in the nursery. However, they accept that this was an oversight. Leaders now understand their responsibility to notify Ofsted of significant events in the future, and other aspects of leadership and management are good. Furthermore, the manager has taken appropriate action to ensure that a similar event does not happen again, and so there is no impact on children.

What the setting must and should do next

The provider should:

• plan group activities to ensure that children are able to focus on their learning for an amount of time that is appropriate to their age and abilities
• improve the handwashing procedures in the baby room to further support young children's understanding of hygiene routines
• enhance the opportunities for all children to further develop their independence skills during snack and mealtimes.