Roobyloo's Nursery Worsley Ltd

What is it like to attend this early years setting?

The manager has a clear vision. She is committed to offering an inclusive provision and plans a curriculum to support children's learning from their starting points. She supports staff to develop each child's unique personality and build strong bonds with children. This helps them to understand each child's preferred learning style. Some children benefit from learning outside. Staff support this, taking children into the outdoor area while other children carry on learning indoors. Children, including children with special educational needs and/or disabilities (SEND) make progress.

Staff know the importance of offering children sensory experiences to help them learn. They tailor these experiences to meet children's needs. For example, children play with dough. Staff talk to them about the texture and introduce new words in their vocabulary. Scent is added to the dough. This helps children with visual impairment to access the activity. Older children manipulate dough to strengthen their finger muscles. This helps them when mark making and learning to write. Children's learning is targeted and specific. Staff model positive behaviour. They encourage children to use good manners and to share. Children are confident, they talk to visitors and invite them to join their play.

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

• The manager has systems in place for safer recruitment. This ensures that staff are suitable to work with children. She supports staff with a robust induction. In addition, the teacher from another setting in the wider company supports staff to improve teaching. Recently they have focussed on early mathematics. As a result, children discuss size and shape as they play. They discuss if items are heavy or light. These skills help children to develop good mathematical skills.
• The setting supports children with SEND. The manager and staff work closely with partner agencies, such as the sensory impairment team and physiotherapists. Staff follow the advice of specialists and carefully plan the curriculum to include learning opportunities that will support children's progress. Strong partnership work with parents ensures information is communicated between parents and all agencies involved. Children benefit from a consistent approach between their carers.
• Staff plan effectively to support children's learning. For example, staff complete adult-led activities with clear targets for children's learning. They support each child to build on their current abilities. However, the timing of activities mean that sometimes children find it hard to concentrate. For example, children are distracted from their play as groups of children are taken through their room to access the outdoor area. These distractions make it difficult for children to remain engaged in their play.
• Staff use strategies to support children in managing their behaviour. For example, they ask children to think if their behaviour makes people happy or sad. Children generally behave well. They turn take and share. When disagreements do occur staff are on hand to support children. However, behaviour is not always supported consistently well across the setting. As a result, sometimes children are less responsive to staff requests.
• Children are encouraged to develop their independence as they move through the setting. For example, babies feed themselves using fingers or a spoon. Toddlers are helped to use a knife and fork. Pre-school children are encouraged to self-serve. Children become increasingly competent in their self-care. This helps them as they prepare to transition to school.
• Staff talk to children about healthy lifestyles. For example, children have a tremendous time exploring different fruit and vegetables. They feel the textures and cut or peel fruit to see what they look like inside. Staff encourage children to taste the foods. They discuss foods that are good for you. Children begin to learn about foods that are good for them.
• Children enjoy spending time outside. They practise physical skills, such as balancing and jumping. Children develop their large muscles. In addition, children spend time scooping sand into containers. They develop their hand-eye coordination. Children make good progress with their physical development.
• Staff help children to learn about what makes them unique. For example, staff make books using photographs of children's families and special events, such as birthdays or traditional celebrations. Children are eager to look at their books. They show their friends the pictures of their family. Children learn about differences and similarities in families.

What the setting must and should do next

The provider should:

• plan the routine effectively, so that distractions are minimised and children remain engaged in their learning
• support staff to be consistent in managing unwanted behaviours, so children listen to and respond to adult requests