Shirley Street Day Nursery

What is it like to attend this early years setting?

Children are happy and settle well as they are warmly greeted by staff. Those who need reassurance when arriving receive a comforting cuddle from their key person. This supports children's emotional well-being and enables them to quickly engage in nursery life. Children benefit from well-established routines, which supports their learning and curiosity to explore the environment. Children are confident to choose from a variety of activities on offer. Older children lead their play, talking with friends about what they are doing and working together to share thoughts and ideas. For example, while exploring the role play 'farm', they talk to each other about items they want to buy and sell in their farm shop.

Younger children respond well to staff's positive and encouraging interactions. Overall, their needs are met well. However, at times, expectations of their behaviour and abilities are slightly too high. Older children know the high expectations required of them. They behave very well and play cooperatively. Younger children enjoy regular opportunities to play alongside older children. This supports children as they move up through the nursery rooms.

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

• Leaders and staff work together well. Staff report that leaders are supportive and that they are happy in their roles. Leaders meet with staff regularly to speak about their well-being and identify any training needs.
• Leaders plan a clear and stimulating curriculum. They know what they want children to learn. Overall, the quality of education is strong. Staff working with the older children use their interactions well to enhance children's learning and enjoyment. Younger children also benefit from taking part in a broad and interesting range of activities. However, staff working with the younger children do not always plan as precisely as possible. For example, they do not always consider the best resources to support what they want children to learn.
• Children with special educational needs and/or disabilities (SEND) are supported effectively at this inclusive nursery. Staff quickly identify children who need extra support. They work productively in partnership with parents and external agencies to ensure children receive targeted support. Staff put individual plans in place to ensure children with SEND receive individual strategies to enable their learning and promote progress.
• A well-established key-person system helps children form secure attachments. For example, babies receive comfort, and staff are sensitive to their individual needs. This supports their emotional well-being and enables young children to develop their independence.
• Relationships with parents are very good. Staff share information with parents about their child's progress and care needs. For example, the nursery uses an online application to communicate effectively as well as having personalised handovers at the end of each session. Parents speak highly of the nursery and its staff. They describe the nursery as 'homely' and a place their children are 'excited to go'.
• Children benefit from the emphasis staff put in place to support their communication and language skills. Staff talk to children and narrate their play, giving children opportunities to learn new words. Children are eager to listen to stories. They excitedly join in with familiar words and actions. Staff provide resources for use at home, such as song bags, to further support and extend their language development.
• Children behave well, and staff support them to develop good social skills. For example, older children work well together and negotiate as they build a train track. Staff allow children time to solve problems and work things out for themselves. However, staff working with the youngest children are sometimes less effective in supporting children to play collaboratively.
• Staff provide opportunities for children to be healthy. For example, children enjoy a variety of fresh fruit for snacks, active play in the garden and planned outings. Staff have meaningful conversations with children about what they are eating. Staff role model effectively, trying new foods as they eat alongside the children and providing gentle encouragement to those who need it.

What the setting must and should do next

The provider should:

• provide more support for some staff working with younger children, to improve the implementation of activities and improve modelling of behavioural expectations.