Roosters Day Nursery

What is it like to attend this early years setting?

Children are extremely happy at the setting. For example, they eagerly run into the setting when their parents or carers drop them off at the door. This demonstrates some of the bonds children have formed with staff. When children become slightly unsettled, staff provide the children with lots of love and cuddles. This supports children to settle very quickly. Younger children enjoy the cause and effect as they bang objects together or bang on the drums. Children of all ages, move freely as they explore their environment. Babies start to pull themselves up and start to take steps as they learn how to walk.

Older children start to assign meanings to marks they make as they draw and paint. Staff are very patient and positive role models to the children. They are consistent in their approach to managing children's behaviours. For example, staff regularly talk to children about their actions. This supports children to quickly learn what is expected of them. Consequently, children behave extremely well. Older children use their imagination as they re-enact the familiar story about pigs. They work well together as they share their ideas. The curriculum covers all areas of learning. Staff have high ambitions for every child. This ensures that all children, including children with special educational needs and/or disabilities (SEND), make good progress in their learning.

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

• Since their last inspection, leaders have taken steps to help improve the overall quality of the setting. For example, they have made changes to their use of supervisions. This has helped to improve the quality of teaching and learning that children receive to a good level. However, there is scope to enhance staff's questioning techniques, to enable children to develop their thinking skills even further.
• Staff speak very positively about how leaders support their own well-being. Leaders use supervisions to help identify any training needs for staff. They have regular discussions with staff about how they can further improve their own practice.
• The curriculum is designed to build on what children know and can do in stages. Staff plan a range of activities that cover all areas of learning. However, at times, staff do not fully differentiate activities to help children remain engaged and provide stretch and challenge to the most able children.
• Leaders place focus on supporting children's language development. Staff read stories very clearly. They read with lots of expression. This helps children to become completely absorbed in the story they are listening to. Staff ask the children questions about the story. Children's knowledge shines through as they answer the staff's questions about familiar stories. This helps children to start to develop a love of books. Older children communicate extremely well.
• Staff know their key children very well. They meet children's individual needs well. Staff find out children's starting points from parents. They then continue to observe and assess children's development over time to help identify any gaps in their development. Where concerns are raised, staff gather and share information with parents and other professionals. They use this information to help develop plans for those children. This process ensures that children with SEND receive the timely and specialist help they require.
• Parents and carers could not speak more highly of the setting. They describe staff as attentive, caring and loving towards their child. Staff provide parents with lots of support and advice for how they can continue their child's learning at home. In addition, staff keep parents fully informed of their child's development.
• Hygiene practice has improved since the last inspection. Staff regularly wash children's hands at key points during the day. They clean resources and equipment regularly. Staff provide the children with balanced meals. Children help themselves to water throughout the day. This helps children to start to learn how they can stay healthy and clean.
• Staff use a range of activities throughout the year to teach the children about others. Children are taken on lots of trips in their local community to learn about their wider community. Children show high levels of care and respect towards one another.
• Settling-in sessions are tailored to each child's needs. Staff recognise and immediately respond to children where they show signs of tiredness, hunger and require changing. This helps children to form lasting bonds with their key person.

What the setting must and should do next

The provider should:

• strengthen staff's questioning skills so that they consistently give children more time to think and respond, to help develop children's thinking skills even further
• differentiate activities to help children remain engaged and to provide stretch and challenge to the most able children.