Red House Day Nursery

What is it like to attend this early years setting?

Staff work closely with parents to ensure that children feel safe and happy when they start at the nursery. They support children to make transitions within the nursery thoughtfully and sensitively. This helps children to feel safe and secure. They settle quickly into the nursery when they arrive in the morning. Leaders have implemented a robust key-person system. Staff build strong, trusting relationships with children. Children enjoy interacting with staff. They have warm, positive relationships with them. Staff know children very well. This helps them to plan activities and experiences that children will join in with and enjoy.

Leaders have developed a curriculum across the nursery which has a strong focus on independence skills. Babies use cutlery very well and children wash their hands and dish up their own dinner. Staff have high expectations for children's behaviour. They use strategies, such as sand timers, to support children to take turns. Children make good progress with their learning and development. There is an ambitious curriculum which helps children build on their skills and prepares them for the next stage in their learning. Staff identify and support children with special educational needs and/or disabilities (SEND) and provide individualised support to help children make good progress.

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

• Staff keep children safe in the nursery and when out in the community. Outside, they supervise children when they are climbing large equipment, and they challenge them to develop their skills. Staff gently support babies who are learning to walk by providing plenty of space and soft areas. Staff support children to keep healthy, talking to them about what germs do to their bodies. Children enjoy nutritious home-cooked food and ask for second helpings.
• Staff read stories and sing songs. They engage in conversation with children, listening carefully to what children say. Children enjoy retelling the story of the 'Three little pigs' with the help of puppets and remember the story well. However, staff do not always use the correct words or extend children's language skills. This means that children do not always get the opportunity to learn new words or how to say them accurately.
• Staff support children's physical development. Outside children enjoy playing on bicycles and climbing. They build obstacle courses and dance and sing. Babies enjoy playing with shredded paper and dough. They learn to roll it and use cutters. Children learn to identify feelings and how they feel these in their body. They are invited by staff to join the 'pre-school committee'. This enables children to share their ideas on activities they would like staff to provide.
• Children learn about the world around them. Staff take them out to visit the local windmill, library and well. Children learn about insects and where they live.
• Children in the pre-school room enjoy painting pictures of their houses and talk excitedly with staff about the differences between them. Staff know what they want children to achieve and quickly identify when children are struggling with their learning and development. They work with parents to put strategies in place to support them.
• There is strong partnership with parents. Parents comment on the support their children have received with toilet training and making the transition to school. Parents appreciate the communication they receive from staff about their child's achievements. Staff ask local schools to provide uniform so pre-school children can practise dressing up ready for school. Staff also work with other professionals to meet the needs of children with SEND.
• Leaders can identify the strengths of the nursery. They have plans in place to continue developing the quality of teaching in the nursery. Staff feel appreciated as leaders provide support for their well-being. Leaders also carry out thorough inductions for new staff and regular appraisals for experienced staff. This helps leaders to identify specific targets for staff development. Leaders support staff to access training, so they continue to develop their practice.

What the setting must and should do next

The provider should:

• support staff to identify and use opportunities to model accurate language and extend children's vocabulary.