Roundhill Day Nursery

What is it like to attend this early years setting?

Children are comfortable, happy and relaxed at this nursery. Leaders and staff prioritise children's emotional security and foster strong relationships with them. Caring and committed staff effortlessly provide an environment that is calm and relaxed. This helps children settle well and explore with increasing confidence at their own pace. For example, babies crawl quickly and with purpose across the baby room to have a cuddle with their key person. Older children develop an awareness of their feelings because of the simple activities staff have introduced. For example, older children put their name on the appropriate section of the 'feelings board' at the beginning of the day.

Children know the routines of the nursery day very well. They know what is happening next because staff let them know in plenty of time. This gives them plenty of opportunities to make decisions about how they choose to spend their time. Staff make suggestions to children about what they might like to play with if they are unsure. For example, toddlers are encouraged to explore the engaging water discovery tray in the garden. Staff have simple rules in place, which children are encouraged and supported to understand. They all contribute to celebrating positive experiences on a weekly basis. This helps children behave well and means they are kind and considerate towards their friends.

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

• Leaders and staff have worked hard since the last inspection to embed their ambitious curriculum across the setting. This reflects the aims and ethos of the setting and supports children to develop skills, resilience and independence over time. Transitions for children are thoughtfully and carefully considered. This means that they are supported seamlessly to move through their nursery experience.
• Staff are clear about learning intentions for children. They have a good understanding of child development and make succinct decisions about children's milestones. They all know children's next steps and talk confidently about how the activities they have provided, alongside the continuous provision learning opportunities, support children's progress.
• Children confidently explore the exciting, motivating and interesting learning experiences and environment that staff have planned for them. They move freely between indoors and outdoors, which means they can play where they feel comfortable and happy. Children have time to become deeply involved in their learning and exploration. For example, children create elaborate stories in their imaginative play of families in a home looking after their 'baby' dolls.
• Children's communication and language are nurtured because staff make sure they have time to talk with children, read them stories and sing familiar nursery rhymes. For example, babies touch and feel favourite board books as staff read the words to them. Toddlers listen to a story being told during a quiet time. Older children sit with a friend to retell a familiar story as they flick the pages over.
• Staff encourage children's mathematical experiences as they provide interesting activities for children to explore in their play. For example, children squeeze pipettes in the water tray until they are full, then empty the pipettes out into small jugs of water until they begin to fill up. Toddlers build small towers of blocks using three of four bricks. However, staff do not use enough mathematics words as they play alongside children to further their understanding.
• Staff spend time playing alongside children, supporting them as they play. They comment on their play and sometimes extend experiences by introducing descriptive words and asking children what they are doing. However, staff do not always demonstrate or model play enough or pose challenge in their interactions with children. This means that children's learning is not always extended as well as it could be for them to make even better progress.
• Children's additional needs are always considered and prioritised. Where there are concerns about development and progress, staff and leaders act swiftly to put in place any support needed. This includes one-to-one support and liaison with other professionals.
• Leaders and staff maintain strong partnerships with parents, who say they are very happy with the care and learning provided. They appreciate that staff communicate so well with them. They know about their child's development and acknowledge the benefit of the secure attachments that their children form with key people.

What the setting must and should do next

The provider should:

• enhance staff's understanding of how to introduce the language of mathematics into their interactions with children as they play and learn
• consolidate the elements of effective teaching further, so that staff model language, explain, question and facilitate challenge consistently.