Snowflakes Day Nursery And Montessori

What is it like to attend this early years setting?

Strong relationships are formed with children and their families by the staff in this family-run nursery. Children sustain their concentration in both free play and adult-led small groups. Staff consider how they can present activities that are interesting to children that grab and keep their attention. As they play, children share resources, taking turns to add water, oil or more flour as they enjoy making play dough with their friends. Behaviour is good; staff model the use of 'please' and 'thank you', which children copy.

Key persons assess children's development and devise tailored, individual next steps to support children's learning. Leaders and staff use this information to effectively devise activities and experiences to support children to make progress. Children who need extra help or those with special educational needs and/or disabilities are quickly identified. Staff work closely with professionals to ensure children get prompt support. Staff use small groups and free play as opportunities to develop children's language and communication. Older children happily take turns to talk about what they do at the weekend with their family, discussing their favourite meal and what they sometimes eat as a treat.

There is a clear plan for children's learning. Leaders understand what children should learn in each room and how this can be achieved. Staff share the vision and work in partnership with parents and professionals to help every child achieve.

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

• Key persons talk confidently about what their key children know and need to learn next. They use this knowledge to plan activities that support children's learning. Staff have high expectations for every child. Children are eager to engage and maintain their focus and make good progress.
• Staff work with professionals to support children who need additional help extremely well. They introduce small groups or follow guidance and recommendations provided by speech and language therapists. Staff gain knowledge and build confidence as they effectively support all children.
• Younger children are supported to develop their language. Staff sing while children complete actions. Toddlers have staff who provide a running commentary as they play. However, on occasion, some staff ask questions that do not consistently support back-and-forth interactions that develop and support children's use of language.
• Developing children's social and communication skills is a high focus for staff. Older children begin a conversation about wearing the same type of shoes. Children compare the different colours and how the shoes can get wet, as they are made of 'rubber'. Children discuss how they get their shoes dirty and how cleaning them can make them look like 'new', with a child declaring 'you mean looking like you have just bought them from the shop'.
• Children's physical skills are well promoted. Outside play is planned to support the development of large and fine muscle skills. Older children use large play equipment to climb and explore how they can use their bodies. The youngest children play with water, scooping and pouring to fill containers. They enjoy selecting activities and maintain their interest as they play with their friends.
• Behaviour is good; children are kind to each other. Staff demonstrate respectful interactions with both children and adults. However, on occasion, all staff have not developed consistent practice to support children during changes in routines. For example, some children find it difficult to make the move between outdoor play and inside group activities.
• Parents share how they have built trust with staff. They universally report positively about how they have been supported to develop key skills such as toilet training with their child. Parents are very happy, as they feel very involved in their child's learning. Parents have access to an online app, daily face-to-face handover discussions, termly summary reports of children's progress and opportunities to have one-to-one meetings with staff.
• Leaders have clear plans to develop staff practice. New staff are recruited when suitability checks have been completed. They have embedded induction processes and meet regularly with leaders and managers as they become familiar with the setting. Regular supervision, team meetings and access to training supports their continuous professional development.
• Staff feel valued and well supported in their role. Leaders are developing systems to promote from within the organisation by offering opportunities for career development through internal promotion and opportunities for additional professional qualifications. Staff share how much they enjoy their work, as leaders provide regular activities to build the team, and staff morale is high.

What the setting must and should do next

The provider should:

• ensure children have clear behaviour expectations in preparation for routine and planned activities
• ensure the delivery of the curriculum for language and communication is consistently supported.