Scribbles Day Nursery (Seashore)

What is it like to attend this early years setting?

Children are warmly greeted on arrival by staff, who show a genuine interest in them. All children have access to a range of age-appropriate activities and resources. Babies' and toddlers' personal needs are sensitively supported. Children receive reassuring cuddles, and babies are soothed as they become tired and ready for a nap.

Staff get down to the children's level as they support children's communication and language development. All staff chat easily with the children. They provide ongoing commentary, repeating words and phrases that children use. This supports correct pronunciation. Singing, sign language and pictorial images are used to further enhance communication skills. Staff use repetitive themes to help these children to consolidate their learning. For example, during carpet time, staff remind children about expected behaviours. They talk with the children about the weather and the days of the week, and they explore sounds that letters make before singing the familiar daily welcome song.

Staff act as good role models and praise children for even the smallest achievements. They make good use of books and other props as they help children to recognise and speak about their feelings and emotions. Children learn respectful behaviours, such as listening, sharing and helping their friends to do something. When they find it difficult to take turns or share, staff are swift to support the children and to help them to resolve their own issues.

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

• Staff have regular opportunities for professional development, both 'in house' and through external training providers. They receive effective supervision and feedback to continually improve. There is focus on staff's well-being and recognising staff's achievements. Morale is high. The management team continually reviews and evaluates what is on offer. There have been recent improvements to the curriculum for mathematics and literacy. There are clear plans for further improvement going forward.
• Staff use observations and assessments to monitor children's learning and development effectively. Where further support is needed, staff are swift to put individual plans in place and work in partnership with parents and other professionals. Children with special educational needs and/or disabilities (SEND) are well catered for. Staff have appropriate knowledge and skills to support children's specific care and/or health needs. Leaders use additional funding to ensure that children with SEND receive focused support and attention, in small groups or with their key person.
• Children enjoy varied and nutritious meals and snacks, which are prepared on site. There is a focus on providing fresh, non-processed foods. Clear procedures are in place that meet the needs of children who have additional dietary requirements. Older children relish the opportunity to take on more responsibility when they become the 'daily helper'. They practise cutting safely with a knife, as they help to prepare snacks for their friends. All children have daily opportunities for physical exercise and fresh air in the garden.
• Leaders and staff have a secure knowledge and understanding of safeguarding matters. Risk assessments are regularly carried out within the nursery to ensure that the premises are safe and secure. Children are well supervised. The majority of staff hold paediatric first-aid certificates. They have a secure knowledge of how to administer first aid. Any accidents are dealt with appropriately.
• Partnerships with parents are effective. The nursery uses a variety of communication methods to keep parents informed about their children's care and learning. Staff share regular observations of children via an online application. They provide advice on a wide range of relevant topics, such as supporting children's behaviours, potty training or accessing external family support services. Leaders and staff invite parents to nursery events. This includes 'sharing sessions', which allow parents to spend time in the nursery and have an opportunity to talk with their key person.
• Overall, the curriculum is appropriately planned and takes account the interests of the children. However, adult-led activities do not consistently extend children's knowledge and learning to the highest level. In addition, some daily routines around mealtimes and rest times for the youngest children and nappy changing arrangements in the pre-school room are not always planned to best meet the needs of the children attending.

What the setting must and should do next

The provider should:

• enhance the planning and delivery of adult-led activities, in order to consistently extend children's knowledge and learning to the highest level
• review the daily routines around mealtimes and rest times for the youngest children and nappy changing arrangements in the pre-school room, in order to ensure that these are always planned to best meet the needs of the children attending.