Sixpenny

What is it like to attend this early years setting?

Children's confidence grows effectively in the caring environment that the friendly staff provide. Babies snuggle in with staff to look at their 'family book', excitedly pointing at photographs. There is a calm atmosphere across the whole nursery. Staff have undertaken training to help them support children's behaviour. Babies and younger children learn to take turns. Older children play together well and build friendships. They 'pass a hug' around their group during their early morning welcome session. Children also learn about their emotions by engaging in interesting activities, including children with special educational needs and/or disabilities (SEND).

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

• Each child's key person and 'buddy' use their observations and assessments to clearly identify the next steps in children's learning. Staff find that the new in-depth six week focus on each area of learning helps them get to know each child's development thoroughly. Children make good progress, and older children are well prepared for their move on to school.
• Children's care needs are supported effectively. Clear procedures help staff to implement suitable practice. Staff are mindful of children's needs. They ensure their comfort and well-being by, for example, ensuring that nappies are changed regularly and dietary requirements are adhered to. Management has been reviewing, updating and monitoring these systems to ensure they are robust and implemented effectively.
• Group times for the older children are well led. Children listen and are keen to join in. Babies and toddlers enjoy singing sessions and story times. However, occasionally, activities for the younger children are pitched too high. They become disinterested, and their learning does not develop as much as it could.
• Children's confidence and communication are progressing well. Staff take time to talk and listen to babies and children, modelling language appropriately for them. Older children confidently count and use mathematical language related to size. Staff ask children questions to encourage their thinking and conversation, and they ensure that quieter children are given time to respond, including children with SEND.
• Children are happy to take on challenges. Some staff readily encourage children to 'have a go', and older children work hard to fit large construction items together. However, at times, staff do things for the children instead of encouraging them to do things themselves. Staff do not always encourage children to persevere in cutting up their food, or for the toddlers to fit lids onto items correctly, or for babies to help tidy away the toys.
• Staff liaise with parents and other professionals working with children to provide a consistent approach to the support children receive. Partnerships with parents are something the management team is continuing to enhance. The management team acts on the views of parents by, for instance, adapting the methods staff use to share information. Parents' evenings have been planned to help staff share more about children's learning and development.
• Many staff offer effective, flexible support for children's needs, both individually and as a group. However, staff working in some rooms do not always organise the routines of the day as effectively as possible. On occasion, toddlers have to wait until the whole group is ready to go outside, and some of the areas for babies are not always organised quickly and effectively.
• The area managers of the parent company are working closely with the new manager and existing deputy managers to support the whole team. They are reflective and have good processes for evaluating their practice and provision. Staff are happy and say they are well supported by the new company. They undertake early years qualifications and a range of additional training.

What the setting must and should do next

The provider should:

• plan more precisely and adapt teaching to younger children's needs, developing their skills to the highest level
• make the most of opportunities to encourage children to do things for themselves and persevere with tasks, and develop their independence skills further
• support staff working with the younger children to consistently organise the routines of the day as effectively as possible.