Ruff Lane Day Nursery at Abbeyfield House

What is it like to attend this early years setting?

The nursery provides a nurturing and welcoming environment, where children feel happy, secure and ready to learn. Staff thoughtfully plan exciting and engaging spaces that spark all children's curiosity and support their learning. The well-defined curriculum outlines what children will learn. For example, older children show an enthusiasm and interest in a water-based activity as they learn about life cycles. They develop their exploration and investigation skills. Staff use play to support babies' sensory development effectively. For example, they provide opportunities for them to discover and explore new textures, such as rice and foam.

Staff are caring and form warm and trusting relationships with children. They understand children's individual needs and interests. Babies receive cuddles and reassurance from staff as they settle, to support their emotional well-being. Children develop strong, supportive relationships with their key persons, which promote their emotional security and confidence. Children's happiness is evident by their smiles and enjoyment when attending the nursery.

Staff are positive role models to children and their kind communication promotes very good behaviour. They gently remind older children to share and take turns when using writing resources. Children follow embedded routines, such as handwashing and lining up before lunch. This supports children's understanding of the expectations and promotes good habits. This team of caring and knowledgeable staff supports every child to be well prepared for the next stage in their learning journey.

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

• The nursery builds strong partnership through its effective communication. Parents and carers are very positive about the nursery. They highlight its nurturing environment, warmth and kindness of staff and their dedication and commitment to providing the best for each child. Parents describe the nursery as 'a very special place'. Staff regularly update parents about their child's progress and encourage them to continue their child's learning at home. For example, they share library books to support children's early literacy skills.
• Children with special educational needs and/or disabilities (SEND) are particularly well supported by skilled staff who know them well. Staff provide effective support and work in collaboration with other professionals. Staff are trained to identify children with delayed language skills. They offer targeted support to help children to bridge any gaps in their language development. This helps children to make good progress from their starting points in development.
• Staff support children's communication and language skills effectively. Staff provide opportunities for children to develop their vocabulary during play. Babies learn new words, such as 'stomp' and 'squeeze', as they explore with dinosaurs. Older children enjoy listening to a story to develop their listening and concentration skills in preparation for moving on to school.
• Children learn to be more independent. For example, at mealtimes, staff teach younger babies to feed themselves with their fingers and spoons. Older children master new skills to use a knife and fork. Children develop essential life skills, including self-care and physical skills. Staff encourage children to use good manners, which supports children's social development and relationships.
• Staff successfully promote children's learning about cultural awareness and the community around them. Staff organise trips to the shops, to feed the ducks in the park and visit the library and train station. This helps children to benefit from first-hand experiences and enhance their understanding of the wider world around them.
• Staff provide a range of activities that support children's physical development. Outdoors, older children ride tricycles and practise their balancing skills to develop coordination and control. Babies take cautious steps to navigate crossing an indoor bridge, developing their large muscle control, and are supported by attentive staff.
• The nursery supports staff's well-being and offers support. This includes a thorough induction for new staff, regular supervision meetings and observations of their practice. Staff benefit from some professional development opportunities. However, these are not always targeted to support their teaching, for example, in the area of mathematics. Therefore, sometimes, there are limited opportunities for children to learn some mathematical concepts.

What the setting must and should do next

The provider should:

• evaluate practice further and provide targeted professional development to extend staff's teaching, for example, in the area of mathematics.