Raising Generations Day Nursery Ltd

What is it like to attend this early years setting?

Children are at the heart of this nursery. They excitedly run in and become engaged in their chosen activity very quickly. Relationships are strong. This helps children to feel safe and secure.

Practitioners plan an effective curriculum to ensure children learn and make progress. The environment is inviting to children and it prompts their curiosity. Children become deeply engaged in their learning. Staff place a focus on developing children's early language and mathematics skills. Children decorate a Christmas tree and talk about their celebrations at home. They make suggestions such as making a star for the top of the tree. Children use what they know to extend their learning and thinking. They engage in different cultural celebrations and learn about the uniqueness of different families.

Children respond well to gentle reminders of how to behave. They are kind and courteous towards their peers and adults. They say 'thank you' to each other while passing paint to one another around a table. Children are independent and do things for themselves. They know who they can ask for help from.

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

• Children learn to behave well. Staff plan activities to interest and challenge them. Children with special educational needs and/or disabilities (SEND) are supported effectively, and activities are adapted so they can join in with their friends. Practitioners are attentive to the children's needs. However, there are occasions when staff do not consistently help all children to interact and play together, especially when they do not have the skills themselves.
• Children are encouraged to be curious and question what is happening around them. Through careful consideration, children's interests are built into the curriculum and they become deeply engaged in their learning. For example, staff find a way to bring in the natural world to children who are afraid of bugs and insects. They encourage children to go on a bug hunt and comment on what they find, building on their resilience and confidence.
• Parents speak very positively about the nursery. They feel that their children are well looked after by caring staff. Parents comment on the progress their children have made since starting in this nursery. They say how happy their children are at the nursery and how the staff provide them with a wide range of activities they thoroughly enjoy.
• Leaders work in partnership with parents. They start with what children know and can do to plan their curriculum for each child. Children with SEND have a plan in place to ensure that they are making progress. Staff seek the views of parents and take into account their ideas for the nursery.
• Leaders carry out systems to ensure they are identifying their own weaknesses and strengths and use the findings as an ongoing cycle of reflection to enhance their practice. This provides better outcomes for the children attending the nursery.
• Practitioners promote children's good health. They grow fruit and vegetables in the garden and teach children about where their food comes from. Children wash their hands at important times, including before mealtimes. Children have opportunities to be physically active. For example, they spend lots of time in the garden and go on walks to various places in the community, such as the fire station, the park, the market and the library.
• Practitioners value and promote equality and diversity. Resources provided reflect the diversity of the children in the nursery. This makes children feel at home and comfortable. Children share cultural stories from home experiences. For example, children learn to say 'hello' in many different languages and parents are invited to an event to share food from their home countries.

What the setting must and should do next

The provider should:

• strengthen support for children to play and interact together, to further enhance their learning.