Smart Steps Nursery

What is it like to attend this early years setting?

Children happily enter the setting, which shows they feel safe and secure. They confidently talk about their friends, the things they enjoy doing and their favourite books. They giggle as they describe a funny book the staff have shared with them and retell the story in their own words. Children sing songs cheerfully as they play and have weekly music sessions. Babies join in with actions to nursery rhymes and respond with pleasure to music as they explore their room.

The curriculum is sequenced to build skills that prepare children for their next stage. Babies develop their physical skills and core strength as they roll pumpkins through tunnels and crawl after them. They pull themselves to stand and cruise around sturdy furniture and take their first steps in a safe environment. Older children have opportunities to develop their large- and small-muscle skills, indoors and out. They learn to climb up and down stairs safely, jump in puddles, ride balance bicycles, explore a range of challenging outdoor activities and join in with yoga sessions. Children develop small-muscle skills completing pegboard puzzles, modelling with play dough and mark making with various tools.

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

• Children's verbal and non-verbal communications, including signs and gestures, are listened to and understood by staff. Babies babble and happily experiment with new sounds they can make. They blow raspberries and vocalise with staff and visitors. Two-year-olds express themselves confidently and the pre-school room buzzes with chatter as children talk to their friends and staff while playing. Staff use images to support children's communication and understanding. However, staff do not routinely provide plenty of opportunities for young children to practise their speaking skills clearly and for children with English as an additional language to use their first language. There is scope for staff to further develop and extend children's communication skills in some areas.
• Key persons monitor children's development and plan for their next steps. Developmental delays are promptly identified and supported by staff, who have a wealth of experience and skills. Staff actively seek support from external professionals and work in partnership with them. This ensures children are receiving the specialist support they need.
• Children are comforted and nurtured by their key persons, who respond to children's needs. Children have access to their comforters from home, such as soft toys and blankets, which helps them feel emotionally secure.
• Behaviour and attitudes to learning are good. Children share toys with their friends, wait patiently for their turn, listen and respond to instructions and use good manners. Staff offer children lots of positive reinforcement and praise. They actively encourage children's independence and self-help skills. Children love helping around the setting. Two-year-olds eagerly volunteer to help staff carry lunch boxes to the table, while pre-school children wash their own paint trays and brushes after painting.
• Children are encouraged to live healthy lifestyles. Healthy snacks and fresh cooked meals are prepared on site by the nursery cook. Water is available throughout the day and children enjoy outdoor exercise daily. Staff ensure children wash their hands before eating. However, staff are not always excellent role models and do not utilise every opportunity to teach children about the importance of hygiene routines. For example, on occasions, some staff forget to wash their hands or do not remind children to wash theirs after wiping noses.
• Parents speak highly about the individual care and attention their children receive. They value the two-way communication with staff and feel their opinions and voices are heard. Daily conversations and regular updates in children's online journals ensure parents are kept fully informed of children's activities and progress. Parents say their children are happy, safe and thriving. Parents of children with additional needs report high levels of support from staff and specialist services.
• The manager has ambitious plans to improve the setting, including developing an outdoor classroom and children's clothing swap facility. Staff belong to a local community trade scheme to source equipment for the setting. Children take great delight in dressing as firefighters and playing with firefighter role play resources that have recently been sourced through this scheme.

What the setting must and should do next

The provider should:

• provide more opportunities for young children and children with English as an additional language to further develop and extend their communication skills
• support staff to be excellent role models and fully utilise opportunities to teach children about the importance of hygiene routines.