Seedlings Day Nursery

What is it like to attend this early years setting?

Managers have devised a curriculum that helps children to develop a good range of skills to support their future learning. The ongoing monitoring of children's progress from their unique starting points helps each child to achieve. Potential gaps in children's development are swiftly identified. Staff implement focused, personalised learning plans and make referrals for external support when needed. This ensures that all children make good progress. For children who speak English as an additional language, staff support their communication skills through a range of strategies. Children feel valued as staff play and learn songs in their home language.

Effective settling-in procedures support children to feel safe and secure. The continual exchange of clear information about each child results in their needs being met. Staff have high expectations of children's behaviour. They support children to develop the language needed to express their feelings. Children are familiar with 'The Colour Monster' story and are encouraged to use the colours to express how they are feeling. This helps to build children's emotional literacy.

All members of the staff team, including the managers, are ambitious for children's learning. Staff provide a stimulating environment which encourages children to initiate their own play ideas. For example, children build an aeroplane from construction blocks to take the animals on a trip to South Africa, working together to decide each role in their play.

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

• Managers have a clear vision for the nursery. They lead with passion and truly want all children to achieve. The nursery is inclusive for all children. Children benefit from an interesting and balanced curriculum. The managers work with staff to create the intent of the curriculum. They constantly review this and make changes when necessary. Staff provide lots of opportunities for children to revisit and practise new skills. As a result, children are ready for their stage of learning.
• The curriculum for physical development is strong. Children have access to low-level climbing equipment indoors and outdoors. They show delight as they ride around the garden on bicycles, using their feet to push them along. Older children enjoy weekly fitness activities as they build their skills and confidence to jump and land safely. Staff support children's fine motor skills as they provide pencils and chalks for them to make marks. These opportunities support children to build their muscles and develop coordination.
• Children are provided with opportunities to read stories and sing songs and rhymes. They enjoy filling in the gaps as staff pause when reading stories. Staff use questions as children play, to encourage conversation. Children's language is developing well. Occasionally, staff do not organise large-group activities or story times to ensure that older children are fully engaged in their learning.
• Staff support children's personal development in many ways. For example, babies' routines are adhered to, as they sleep when needed. They are also encouraged to feed themselves when ready. Older children develop some independence, including putting on their own coats and boots for outdoor play. However, staff do not consistently persevere with teaching children skills such as pouring their own drinks at mealtimes. Therefore, children do not always receive consistent messages to fully support their growing independence.
• Staff support children's development and understanding of mathematics effectively. Staff teach children how to count and compare sizes as they add spikes to hedgehogs made out of play dough or as they build enclosures. Staff support children to understand wider mathematical concepts as they use positional language when looking for 'eggs' for the Easter bunny.
• Staff have built strong partnerships with parents. They communicate with parents daily about what their child is doing at the nursery. The managers involve parents well. Parents comment on how much they value the stable the staff team and the regular flow of information.
• Managers support the development of the staff team through regular supervision and training opportunities. The senior staff are present in the nursery rooms. This helps them to gain an overview of staff practice and provide coaching where necessary. Staff say that managers are supportive and they feel valued. This has a positive impact on the care children receive.

What the setting must and should do next

The provider should:

• improve the organisation of large-group activities and story times to ensure that children receive the same rich learning opportunities during these times as they do at other times of the day
• support children further to develop their independence skills during daily routines.