Smart Start Childcare

What is it like to attend this early years setting?

Children thoroughly enjoy the time they spend at this nursery because staff are kind, caring and respond well to their individual needs. Children arrive at the start of the day and happily separate from their parents ready to make their choice where they would like to play in the well-resourced environment. There is a strong focus on promoting children's communication and language skills. Staff make good use of stories, songs and general conversation and discussions throughout the day. This helps children to become confident communicators. Good partnerships with other professionals help children with special educational needs and/or disabilities (SEND) to make the progress they are capable of. All children develop the skills they need to help prepare them for their eventual move to school.

Staff provide frequent opportunities for children to develop their physical skills. Babies are encouraged to feed themselves with a spoon at mealtimes. Older children enjoy the time they spend in the outdoor areas where they confidently climb, balance, and negotiate space on wheeled toys. Children behave well. They readily share and take turns in their play. Staff praise children for their kind actions towards others. This helps to promote children's emotional well-being.

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

• Leaders and staff plan a broad and balanced curriculum that is tailored to meet the needs of the individual children. They provide children with a good balance of adult-led and child-initiated play experiences. Children happily engage in activities and experiences on offer. However, during some group times shyer, quieter children do not always get enough encouragement and support to join in, to help them make the best possible progress.
• Leaders ensure effective settling-in procedures are followed to help new children quickly become familiar with their new surroundings. Staff gather important information from parents to be able to understand what children already know and can do. They use this information, along with their own observations and assessments, to effectively plan for children's learning needs.
• Staff act as good role models. They praise children for their good behaviours and give gentle age-appropriate reminders to help children learn the rules of the nursery. Children use good manners during mealtimes remembering to say 'please' and 'thank you'. They make good friendships and play harmoniously with their peers. Children respond well to staff's requests, such as helping to tidy away the toys before moving onto the next activity. However staff do not always encourage children to develop their independence further, as they often complete some tasks for children that they may be capable of doing for themselves.
• The support children with SEND receive is good. Leaders and staff understand the importance of working with external agencies. Timely referrals are made to ensure children get the help they need. This means that any gaps in children's learning are swiftly closed.
• Parents speak positively about the nursery and staff. They value the help, advice, and guidance they receive to enable them to continue to support their children's learning at home. Parents express that they feel well informed about their children's time at the nursery. They say they would recommend the nursery to others.
• Leaders are committed to ensuring all staff are supported in their roles. Staff benefit from regular supervisions and ongoing training. Effective induction training helps new staff to become familiar with their roles and responsibilities. Staff express how happy they are working at the nursery.
• The provider notified Ofsted of a recent incident involving a child being given food they were allergic to. The provider took appropriate action following this event, including reviewing the allergy policy and procedures to help prevent a recurrence. Children's requirements are displayed in the kitchen and in areas where children eat their meals. Children's requirements are also displayed on named place mats to clearly show their allergies, intolerances, or preferences. All staff have received additional training to ensure they are confident with the procedures to follow to ensure children's individual dietary needs are met.

What the setting must and should do next

The provider should:

• support shyer, quieter children to join in during group activities to help them make the best possible progress in their learning
• provide more opportunities for children to do things for themselves to develop their independence further.