Rascals Day Nursery

What is it like to attend this early years setting?

Children enjoy stories read to them with enthusiasm and excitement. For example, in the toddler room, a member of staff engages with all children throughout the story. Children fill in the missing words of the story, extending their communication and language skills. Children feel the textures and make sounds of the pictured animals. Children also enjoy looking at books independently. They focus their attention on the pictures, turning the pages carefully.

Children work together well. They learn how to make play dough together. Children mix the ingredients and discuss how the texture changes from a liquid to a solid. They comment, 'It looks like porridge.' They copy the member of staff as they squeeze their hands together and slowly open them, to explore the sticky texture of the play dough. Children count the scoops of flour they are adding, developing their mathematical skills. Children independently unscrew the lids of the food colouring and comment on what colours they make. Children are excited when they make purple. When it is time to tidy up, children excitedly say, 'Teamwork'.

Children have good independence skills. Children in the baby room pour their drinks and learn to serve their own food during lunch. Parents comment that children are more independent at home and want to serve their own cereals at breakfast. Older children learn to dress themselves, and show the inspector how they can fasten the buttons on their tops independently.

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

• Staff get to know children's experiences and create a curriculum that extends this. For example, if children have not had many opportunities to visit the park, staff take them there. Children have attended the local church and had a visit from firefighters.
• Staff work with parents to create family books. Parents share photos of their family and their values, such as 'be kind and honest' and 'always leave saying I love you'. They share the festivals they celebrate, such as Diwali. These are put together into a book for children to share with their peers.
• Children have access to a range of materials to draw with. They enjoy drawing pictures for each other, developing their literacy skills.
• Children enjoy yoga sessions. They like stretching and exploring movements with their bodies. This supports their physical development.
• Children have access to a range of technology. They use cameras to take photos. Staff have created a photo album that they can reflect on together.
• The nursery manager has a strong focus on providing an inclusive environment. She works with staff to review children's learning and development, and puts in place support plans for children in need of additional help. The nursery manager and staff work closely with parents to review children's progress in order to provide the best help for children.
• Staff welcome in families to participate in activities with children at nursery. For example, parents enjoyed a 'messy morning' with their children, exploring paint and play dough. This develops staff's partnerships with parents.
• Older children work together to create an electronic block kit. They fit the pieces together and then press the button to see if it works. The member of staff shows the children that when it is successful, they can feel the vibration. Children place their hands on the table and show delight when they feel this.
• Parents speak highly of the staff at the nursery. They comment that staff are wonderful and welcoming and provide a safe, fun and inclusive environment for all children. They comment on the strong partnerships and communication they have with staff.
• Staff sing songs with children and model how to use equipment. However, there are moments when children's interaction with staff is interrupted for staff to complete routine tasks. Children then get restless as they wait unnecessarily for meals, and this affects their engagement levels.
• Children have formed good attachments with staff. Some children are more confident and have a closer bond with particular staff. Key persons know their key children well and successfully meet their needs.

What the setting must and should do next

The provider should:

• review the organisation of daily routines so that children's learning is not interrupted.