Ragamuffins Day Nursery

What is it like to attend this early years setting?

Children happily enter the nursery and confidently explore a wealth of resources that motivate them to learn. This shows they feel safe and secure. Staff have high expectations of children's behaviour. They encourage them to become increasingly confident and independent to prepare them for their next stage of learning. Children's behaviour is good. Younger babies develop their core strength as they explore sensory activities that stimulate their curiosity. New walkers receive praise from staff as they proudly toddle around developing their balance. Older babies delight in climbing steps on the indoor climbing equipment. They giggle excitedly and copy the words when staff say 'ready, steady, go' as they wait to go down the slide. Toddlers and pre-school children further develop their physical skills as they learn to ride tricycles and balance bicycles, run around and play games outdoors.

The curriculum is sequenced throughout the setting. Staff plan activities which build on what children already know and can do. For example, babies play with farm animals in oats and cereals, as staff sing songs and share farm books with them. Staff narrate their play as babies roll pigs in pretend mud, made from corn flour and cocoa. Toddlers learn animal names and the noises they make as they join in with circle times. Staff carefully plan activities for pre-school children to extend their learning. Children learn about life cycles and growing and discover where food comes from.

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

• Children enjoy extensive periods of time playing outdoors. This promotes their physical and mental health and well-being. The all-weather space has covered outdoor classrooms created to provide safe, challenging activities to continue children's learning outdoors. This includes the 'Ragaden' and woodland area where children can explore nature. Staff timetable the day meticulously to maximise children's access to this stimulating outdoor environment.
• Communication and language is a developing focus area at the nursery. Staff share a wealth of action songs and rhymes with children. Babies roll and clap their hands independently as they recall 'Wind the Bobbin Up'. Toddlers sing counting songs as they get ready to go outside. Pre-school staff plan engaging listening games, following advice from speech and language specialists. They encourage children to stand up when they hear their name in stories. Children listen intently and excitedly jump up when their name is read out. This develops their listening and concentration skills. However, staff do not always maximise opportunities to develop children's communication and language skills. For instance, during busy mealtimes, staff do not always find time to sit and communicate with children.
• Parents describe management and staff as kind, knowledgeable, dedicated, enthusiastic and like extended family. They say they feel their opinions are sought and listened to. Parents of children with additional needs, report high levels of support and individualised care for their children. They thank staff for providing an inclusive environment where children feel accepted. Parents value the daily verbal and online communications they receive. These keep them informed of their children's learning and next developmental targets.
• Leaders and managers place great importance on supporting staff mental health and well-being. They complete regular observations and supervision meetings with staff to monitor the provision. All staff talk about feeling supported and report that they have a good work-life balance. However, leaders and managers do not always monitor staff training to ensure that all staff knowledge is up to date.
• Leaders, managers and staff continually reflect and seek ways to listen to children's and parents' views. Babies are provided with a choice of activities, songs and stories that they want to share. Pre-school children express their opinions both verbally and with daily pictorial surveys. Staff encourage older children to express whether they have enjoyed their day at nursery or not. They ask children to select red or green buttons at the end of the day, when parents collect them. This encourages children to share their learning with parents. Furthermore, regular parent questionnaires allow leaders, managers and staff to evaluate and adapt their provision to improve outcomes for children.

What the setting must and should do next

The provider should:

• ensure that staff are provided with the relevant training to keep their knowledge up to date to carry out their roles as effectively as possible
• further support children's communication and language development, especially during routine times of the day.