Smart Start Nurseries & Preschool

What is it like to attend this early years setting?

Staff have created a calm environment where children can learn well. The premises are safe and suitable for childcare. Everywhere you look, children are immersed in play. Their laughter fills the air and their energy to explore is palpable. Staff have secure bonds with children. They spend time getting to know them and their families during the settling-in period. Children have a strong sense of belonging. They behave well and show positive attitudes towards their learning. Staff provide children with an ambitious curriculum that captures their interests. For example, staff build on children's prior knowledge of numbers by introducing them to number songs. Children relish these moments and show interest as they learn how to count.

Staff support children's communication and language skills well. They listen to children with interest and teach them new words. Children are competent communicators. They use a wide range of vocabulary. Staff help children to understand similarities and differences between themselves and others. Children talk about the many ways that they are unique. For example, they discuss differences in their hair and eye colour. Children develop a good awareness of what life is like in modern Britain. Staff support children to become independent from a young age. For example, toddlers help to tidy toys away and wash their hands before eating. Older children put on their own coats and help to prepare the table at lunchtime. Children develop good skills in readiness for their eventual move on to school.

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

• The setting aspires for the best of outcomes for children. It knows its children and their families well. The setting uses this information to provide a bespoke experience for each child. This means that children flourish at this nurturing setting. Self-evaluation is accurate. For example, through reflection, the setting has introduced cosy areas for children to relax. Children snuggle up to one another and talk about their emotions. Staff build on this and read stories to children about managing their feelings. Children are caring towards others.
• Staff implement a broad curriculum that builds on what children already know and can do. This means that learning is purposeful and it matches children's level of development. Children enjoy an array of activities. For example, younger children fascinate while learning dance routines. Older children are enthralled while learning about sea creatures. Gaps in learning close and children make good progress.
• The setting places high priority in supporting staff's well-being. It provides incentives for staff to recognise their hard work and commitment. Staff reported that working at the setting is like being 'an extended part of their family'. Staff workload is managed well and their morale is high.
• The setting has effective systems in place for staff's coaching and mentoring. However, supervision arrangements for staff are not as effective as they could be. This means that some staff do not always receive information about how they can improve their interactions with children. This hinders some staff from developing their practice and from keeping children fully engaged in their learning.
• The support in place for children with special educational needs and/or disabilities (SEND) is good. The setting ensures that children with SEND have full access to the curriculum. Links with external professionals are robust. Children with SEND get the support that they need to make good progress.
• The setting ensures that children who access funded places are supported well. It provides learning opportunities that they may not usually experience. For example, the setting organises for children to meet farm animals. Children enjoy learning about the lifecycles of different animals. They understand the importance of wildlife and how they can help the environment. Children gain a good awareness of the wider world.
• Care practices are good. Ratios are complied with and staff supervise children well. Overall, staff teach children well about healthy living. However, they do not do enough to teach children about making healthy food choices. This means that some children are not aware of what constitutes to a healthy diet.
• The setting supports children's physical development well. Children play football and ring games outdoors. Staff provide children with opportunities to use soft-play equipment. Children show good levels of physical dexterity. They are keen to take on new challenges and to learn new skills. For example, younger children learn how to balance and jump while completing an assault course.
• The setting supports children who speak English as an additional language effectively. Staff use words in children's home languages and read bilingual books to them. These children gain a good command of English.

What the setting must and should do next

The provider should:

• strengthen the arrangements for staff's supervision, to help to improve their interactions with children
• further develop the ways in which children are supported to learn about healthy eating.