Sandy Bears Nursery and Pre School

What is it like to attend this early years setting?

Children happily wave to their parents as they enter the setting, eager to greet friends and play. Babies put their arms out to their key person before they quickly settle into activities. Children develop strong bonds with the welcoming and nurturing staff. Children are motivated to learn and make good progress.

Managers create an environment to support children to be curious and independent learners. The organised curriculum, resources and environment allow children to choose a wide range of activities. Children splash through the puddle they have made with the hosepipe, then watch their footprints dry up in the sun. They work together and show resilience as they transport a large bucket of water to a hole they have created. They are delighted to watch the water disappear down the hole and recall previous learning which they excitedly share with staff. There are many opportunities for children to develop their large-motor skills as they climb up and over play equipment and crawl through tunnels. They turn take well as older children say, 'your turn next'. They are developing friendships. Children generally use good manners. Younger children and those with limited vocabulary are encouraged to use sign to say please and thank you. Staff consistently model positive behaviour to children who develop good social skills.

Expectations for children are high, including children with special educational needs and/or disabilities. Children's play is supported by knowledgeable staff who expertly thread learning into activities. For example, babies exploring flour are encouraged to stand in the tray and feel the texture under their feet and as it sprinkles over them. They are learning new words and communication skills.

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

• Managers have high ambitions for staff and children and monitor provision well. For example, they adapt the learning environment following observation of the current cohort. This makes learning relevant, and children make good progress.
• The key-person system is well embedded and staff have a good knowledge of children's development and their next steps. Experiences for children are targeted and well sequenced. Staff skilfully interact. They quickly identify any additional needs, and support is put in place. This means all children make good progress.
• The setting has a clear focus on emotional well-being. Children are sensitively supported as staff talk about emotions. For example, stories are used to help children identify with feelings, such as being happy, sad, and angry. This helps children acknowledge their emotions and supports them to regulate their behaviour.
• The daily routine is generally well planned, with free play, and child-lead and adult-focussed activities. However, during some transitions, the routine is less organised, such as when preparing for lunch. On these occasions, some children lose focus and behave less well. Learning is less effective at these times.
• Children have ample opportunity to test and try out. For example, children use sand and water to make 'cement'. They experiment to see what consistency of mixtures holds the bricks together well. These activities help children to develop resilience and a sense of achievement.
• The setting has strong partnerships with outside agencies and parents. Support offered to children is well coordinated. For example, transitions to school are extremely well planned. This helps children feel secure and ready to learn.
• All children enjoy frequent opportunities to share stories and sing. Babies smile and giggle as they copy actions to songs and use instruments. They are developing language and are engaging in activities, forming bonds with adults.
• Parents share that their children are happy and safe at the setting. They say the setting 'exceeds expectations.' Communication is good. For example, steps to toilet training are discussed so both parents and the setting are consistent in their approach.
• Additional hygiene measures have been put in place following COVID-19 and, overall, hygiene is generally good. However, on occasion, hygiene procedures are not followed, and staff do not hand wash following wiping children's noses. This poses a risk of cross infection.

What the setting must and should do next

The provider should:

• focus more on the organisation of routine transition times so children remain fully engaged and prepared for the transition
• review hygiene routines so they are consistently adhered to and hygiene standards are of the highest quality.