Safe N Sound Shepherd Day Nursery

What is it like to attend this early years setting?

Children are keen to explore fir cones, pebbles and other natural resources indoors and outdoors. Young children are intrigued with tubes and boxes as they experiment whether they will fit inside each other. All children can choose to play indoors and outdoors throughout the day. Children have opportunities to be physically active and enjoy constructing an obstacle course with staff. They are keen to show the pumpkins that they have grown from seed. Children enjoy and listen attentively to spontaneous rhymes and songs. They have access to a wide variety of books throughout the nursery. Children enjoy when staff read excitedly to them. Older children respond confidently and show a comprehension of the story.

Babies snuggle in with staff, who are responsive to their needs. All children are sensitively supported by staff and acknowledged. Children show respect for each other as they move so other children can sit next to them for a picnic. Children are given time to put on their own shoes and look for their coats. They confidently find their own drink. Older children chop fruit ready for their snack. Children enthusiastically fill different-sized jugs and bowls with water themselves. They are curious to know what happens to the fruit when they add water and mix it up. Other children are keen to experiment how sand changes when they add water to it.

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

• Since the last inspection, the toddler room and pre-school room have been separated into two rooms. The manager explains that these environments are now able to support a more coherently planned and sequenced curriculum for children's developmental stages. The curriculum on offer throughout the nursery is clear and builds on what children know and can do.
• Staff provide resources to meet children's needs and promote their focus on learning. Throughout the nursery, children demonstrate positive attitudes to their learning through high levels of curiosity and concentration. For instance, toddlers are intrigued when pushing a straw through a cardboard tube, investigating whether it can be reached at the other end.
• Children develop knowledge and skills across all areas of learning. However, through their interactions, some staff do not consistently model new vocabulary or language. This means that all children are not fully supported in developing their communication and language.
• Staff have high expectations for children's behaviour and conduct. These expectations are applied consistently and appropriately. When children struggle with regulating their behaviour, staff take appropriate action to support them.
• The environment is organised well. Younger children are supported to access the outdoor area near the pre-school, as well as their own outdoor area. They enjoy the slide and walk confidently on the beam between crates in this space. This helps children to have a range of opportunities for physically active play.
• Staff value and acknowledge children's transitions and support their emotional security effectively. They play familiar music across all rooms to support children to settle. Children are introduced to their new room sensitively with their key person.
• Staff use assessment well to check what children know and to ensure that their learning and development have progressed. The manager has a good overview of children's progression. She works closely in partnership with the special educational needs coordinator (SENCo) to ensure that children's specific needs are responded to. Staff work effectively in partnership with local services and other professionals to make sure that all children have access to the full entitlement of early education. Staff engage fully with parents.
• Staff value and promote equality and diversity. Children bring photos of their own houses and talk about them. This helps children to reflect on their differences in an age-appropriate way and understand what makes them unique.
• The manager has systems in place for the supervision and support of staff. She is well supported. Staff use funding effectively to ensure that all children are supported.

What the setting must and should do next

The provider should:

• enhance staff's interactions to support all children to develop new vocabulary and language.