Shapes Day Nursery

What is it like to attend this early years setting?

Children arrive happy and excited for their day at this nursery. Staff greet them affectionately, and children enthusiastically share news from home. They separate from their parents with ease, and even the young babies settle quickly. Babies' needs are supported, and their care routines from home are acknowledged and followed.

Children confidently choose from a wide range of activities that staff have set out for them. They seek out their friends to play with and, with the support of staff, engage for extended periods at activities. Staff have high expectations for all children. They create rooms that are welcoming and inviting and encourage children's imagination and choice. Children are enthusiastic in their play and learning. They learn lots of important new skills and gain lots of new knowledge due to the good-quality teaching.

Children show that they feel secure and have close bonds with staff. They are eager to show their achievements and enjoy the praise they receive. Children interact well with other children and are supported with turn-taking and sharing, which they manage well.

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

• Leaders and managers have high expectations. They regularly evaluate the quality of the provision with a focus on improving areas to support children's learning and development. All staff are involved in the ongoing plans for improvement. For example, staff recently completed forms to evaluate the outdoor area and are able to contribute ideas that will support children of different ages.
• Staff are happy and feel supported; they are enthusiastic in their job roles. Managers provide staff with opportunities to develop their skills and extend their knowledge through training. Staff have supervision sessions to discuss their needs and development. However, at times, these can be informal and are not fully effective in ensuring staff have a clear understanding of what they can do to build on their existing good teaching skills.
• Staff provide a language-rich environment. Children show a love of reading and will choose their favourite books that staff read enthusiastically, changing their tone of voice to keep the children engaged and excited. Staff develop children's vocabulary well during activities, which supports their overall learning. For example, nursery children show enjoyment playing with sea animals in a water tray. They play together in a small group and excitedly talk to staff about what they are doing. Staff ask the children about the different creatures and encourage children to think about life under the sea.
• Children have lots of opportunities to develop their mathematical thinking. Staff incorporate mathematical learning into children's activities from a young age. For example, children use counting blocks to build towers and look at the different sizes and shapes of blocks and count them.
• Staff support children's physical development well. They plan to help children enjoy exercise and energetic play. Children have daily opportunities to engage in indoor and outdoor activities to help them develop a positive attitude towards following an active lifestyle. Younger children have age-appropriate equipment to support the development of their movement. For example, babies have sensory activities on the walls that encourage them to reach and stand. Older children enjoy daily music and movement sessions that incorporate yoga movement and breathing techniques.
• Parents comment that they feel supported by staff, and staff show genuine care and interest in the children. Parents are happy that children make good progress, and children have strong bonds with the staff. However, staff do not ensure information is shared regularly enough to best help parents support learning at home.
• Staff form close bonds with the children and meet their needs well. Staff use constant praise to encourage positive behaviour and to help build children's self-esteem. For example, staff sing to babies when changing nappies to help keep them engaged and calm.
• All children make good progress towards their next stage of development. This includes children who speak English as an additional language. Those with special educational needs and/or disabilities are supported well. Staff consider the needs of individual children and adapt methods to ensure they are fully supported. For example, children who struggle with changes in the day are given a reminder as to what will happen next, and staff use a visual timetable for children to follow. This works well and means that the children are fully prepared for the next activity taking place.
• Children behave very well. They understand what is expected of them and the rules within the nursery. Staff give children clear instructions and help them to resolve differences quickly and calmly. For example, with the support of staff, children arrange how to take turns using different toys and equipment.

What the setting must and should do next

The provider should:

• strengthen the systems in place for the monitoring and development of staff, ensuring supervision sessions are regular and cover all aspects of the role
• improve feedback to parents about the development of children and the progress they are making.