Sandhills Day Nursery Wombourne

What is it like to attend this early years setting?

Children feel safe and secure at nursery. This is because staff are very nurturing towards them. Staff shower children with lots of love and comfort, where required. They are very responsive to the children. Staff notice and respond immediately to the children when they require changing. They use this as a further bonding opportunity, as they talk to the children using soft tones. Children of all ages join in with well-known rhymes. Babies use their bodies to move to the song, while older children join in with the words and actions. Staff are consistent in how they manage children's behaviour. This helps children to learn what is expected of them. All children behave extremely well.

The curriculum covers all areas of learning. Staff support children to learn about others and what makes them unique. Children across the nursery enjoy sensory experiences, such as sand and play dough. They use their hands and the tools to explore/manipulate the materials or to make marks. Older children use their imagination as they play in the home corner. They pretend to be 'shopkeepers' and 'beep' as they scan the items. Children have lots of opportunities to practise their gross motor skills, as they climb, walk and run outside. Consequently, all children, including those 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?

• Leaders are passionate and knowledgeable about the setting. They regularly use the feedback from others to make continued enhancements to the overall quality of the nursery. Leaders are keen for children to leave their setting as confident and imaginative learners.
• Leaders respond in a timely way to any complaints received. They complete detailed investigations where necessary. Leaders maintain robust records to ensure the safe and efficient management of the setting.
• Induction procedures are effective. Staff complete effective risk assessments to identify and remove risks to the children. They also have sound knowledge of the action that must be taken if children suffer any accidents. Staff deploy themselves well to supervise the children effectively as they play, eat and sleep.
• Leaders have developed an ambitious and varied curriculum. Staff have a clear understanding of the curriculum aims for each age and stage of development. However, at times as staff plan adult-led activities, they do not tailor activities to fully maximise all children's learning.
• Leaders place focus on supporting children's communication and language development. Staff remodel children's language effortlessly. They read stories clearly and with lots of enthusiasm. This helps children to become submerged into the story they are listening to.
• Staff have a good understanding of their key children. However, there are occasions during free play, where some staff do not fully utilise what they know about the children to help them maintain high levels of engagement.
• Staff routinely observe and assess children's development. This helps them to identify any gaps in children's learning. Where staff have concerns about a child's development, they work in partnership with parents and other professionals. They use this information to help develop plans and to monitor children's progress over time. This helps to ensure that children with SEND thrive in their development.
• Staff speak highly about how leaders support them. Leaders regularly monitor staff practice with an aim to provide staff with the coaching they require. Staff have lots of opportunities to attend additional training to help them improve their knowledge and skills.
• Staff find out key information from parents about their child. They use this to help understand each child's individual needs and requirements. Parents speak extremely highly about how staff support them and their child. They state that staff are caring and their child is completely happy at nursery. Staff share and gather key information with parents regularly. This helps parents to know how they can support their child at home.
• Leaders are keen to build on children's personal development. They tailor settling-in sessions to meet the individual needs of each child. Leaders have also developed effective transition arrangements. Staff share key information about the children with each other and with other settings that children are due to attend. This helps to ensure that all children receive the consistency they require.

What the setting must and should do next

The provider should:

• tailor adult-led activities with an aim to fully maximise children's learning
• support staff to utilise what they know about the children, to help children maintain high levels of engagement, particularly as they free play.