Rubadubs Nursery

What is it like to attend this early years setting?

Leaders and staff create a warm, welcoming environment for all children. They greet parents and children by name and show a keen interest in what they have been doing since they were last in the setting. Staff use this information as part of their discussions with children and their planning for activities each day. The effective key-person system ensures that all children feel safe and secure in the setting, including those who are new or returning from extended absence. These children routinely seek out their key person for reassurance and comfort, which staff provide consistently.

All staff have high expectations for children's behaviour and they are good role models for what is expected of children. Staff talk to children about their behaviour, particularly helping them understand the impact of their actions on others. Children respond well to this and can be seen to also remind each other of the expectations of their behaviour. There are minor occasions where staff miss the opportunity to explore children's behaviour, however, this does not impact on children's understanding of what is expected of them.

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

• Since the last inspection, leaders and staff have taken swift and consistent action to address the weaknesses raised. They have a clear vision for the continued development of the setting and understand how this will continue to support children's learning and development.
• Leaders and managers create a curriculum that is ambitious for all children, including those who may have special educational needs and/or disabilities (SEND) or speak English as an additional language. Staff use their understanding of what children already know and can do to plan a range of interesting opportunities to meet children's individual needs. For example, staff across the setting are able to speak a number of languages. They recognise children's levels of understanding and seamlessly switch between English and children's home languages to support their engagement and understanding.
• Support for children's communication and language is a strength. Older children ask questions about the scaffolding around the building. Staff are quick to ask the children their thoughts and ideas and build on these. Toddlers are inquisitive about the herb garden outside. Staff help them learn new words, such as 'mint, scent' and 'taste'. Babies hear a range of songs and rhymes, they babble along as staff sing to them.
• Babies' emotional needs are well met. Staff understand their individual routines and implement these consistently. The strong relationships with parents allow staff to gain as much knowledge as possible about each baby. In the toddler room, children who are unsettled receive ample attention from staff, at times this is overly prolonged with staff sitting children on their knees long after they have settled and are ready to go and play.
• Pre-school children take part in 'reflection time' before they have their lunch. They share their thoughts on the things they have done during their morning session. These reflection sessions take place in small groups, this helps staff focus on what children are telling them and use a range of questions to encourage children to extend their thinking. The questions differ between children, based on the staff understanding of their confidence and ability.
• Children across the setting enjoy story time with staff. Babies laugh and smile as staff use funny voices and faces while reading to them. Toddlers begin to follow the story with their fingers, copying the actions of staff.
• Leaders discuss how they are focused on supporting opportunities for children to become more independent. Across the setting, there are a wide range of opportunities for children to do this. Pre-school children serve their own meals, pour their own drinks and receive lots of support and encouragement for managing their own personal needs. Older babies get help to find their own shoes before going outside and take them off when they come inside.
• Supervision arrangements for staff are effective. The manager actively seeks opportunity to support staff development. She ensures that they have appropriate training, coaching and mentoring to build on their skills. Where there are minor inconsistencies in staff practice, the manager is aware of this and is in the process of providing support.
• Parents speak very highly of the setting. They value the 'hard work and effort' of the entire team and the impact this has had on their children's development. Parents feel well informed about their children's learning but would welcome even more information on how to support learning and development at home.

What the setting must and should do next

The provider should:

• consider how staff support children who are unsettled so that they don't miss some learning opportunities
• continue to work closely with parents to provide even more opportunities for them to extend children's learning at home.