School House Day Care

What is it like to attend this early years setting?

When children start at the nursery, the staff work with parents to find out about their child's normal routines, interests and development. This helps staff to plan effectively to support children's emotional well-being and to meet children's individual needs. Children arrive at the nursery eager to see their friends, ready to play and learn. Staff help children to manage their emotions and feelings well. They gently remind children of their expectations for behaviour, encouraging them to be kind to their friends and think about the impact that their behaviour has on others. Toddlers and pre-school children are learning to handle toys and resources with care, use manners and take turns.

Staff use regular walks in the community to support children to learn about the village that they live in and the wider world around them. Pre-school children observe that the bins are out on the pavements. They comment that this means that the 'bin men' are on their way to take away the rubbish. Staff sensitively support children to understand that both men and women can work on a bin lorry. Children correctly identify numbers written on the bins and on people's doors. They can match which house each bin belongs to. Staff talk to children about the Christmas decorations outside people's houses. Children show awareness that the door wreaths are round like circles.

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

• Staff say that that they enjoy working at the nursery. They have regular supervision and receive feedback on their practice. Robust recruitment procedures are in place to ensure that all staff employed to work with children are suitable to do so. New staff receive a comprehensive induction to ensure that they understand their role and responsibilities.
• Parents comment positively about the nursery, particularly on the friendliness of staff and the welcome that their children receive. They explain how they are kept up to date about their children's day and what they are learning through a range of strategies, including regular newsletters, social media pages and the use of an online diary app. Parents are aware of what their child's next step in development targets are, and they are encouraged to support their child to work towards achieving these at home.
• The manager and staff regularly reflect on the service they offer. They identify where improvements can be made and changes to practice and provision are needed. Recent changes to the room layout mean that babies and toddlers have a calm environment away from older children where they can play and rest.
• Children show a keen interest in books and stories. Babies and toddlers cuddle with staff as they share books. They turn the pages and point to pictures as the staff read. Pre-school children listen intently to well-loved stories. They recall the events and predict what happens next. However, not all staff maximise opportunities that arise during their interactions with children to extend children's communication skills further. When children are not quick to respond to questions asked of them, some staff provide the answers without giving the children time to think and respond.
• Children show high levels of interest as they explore and play with ice. Staff get down to their level and encourage them to describe how the ice feels and to observe the changes as it melts and turns into water. Staff support children to solve problems as they work out which tools they can use to break the ice. However, occasionally, during group activities, staff overlook the needs of the quieter children. They fail to identify when these children may need help to form friendships and support to join in with the activity.
• Staff provide children with freshly cooked healthy meals. Good attention is paid to meeting children's individual dietary requirements. Children develop good hygiene routines and know to wash their hands before eating. At mealtimes, staff encourage children to be independent. Pre-school children take it in turns to pour their own drinks and help themselves to food. Staff remind children to use good manners and say 'please' and 'thank you'.

What the setting must and should do next

The provider should:

• engage children more effectively in conversations and extend their communication and language skills further
• engage with quieter children when implementing group activities so that these children can participate and build confidence.