Squeakies Nursery and Pre School

What is it like to attend this early years setting?

Children happily arrive at this nursery. They look at photographs from home with the staff and confidently talk about things they have done, demonstrating that they feel confident and secure. Staff reassure babies with cuddles as they take them to look through the window at the birds outside. Older children learn to count and answer mathematical problems. For example, the staff encourage them to count the number of children, and ask how many children there are if they add two girls and 10 boys. The children answer '12'.

Children learn to behave well as staff support them to line up to go outside. Babies learn to enjoy books as they listen to a story in the garden with cuddles from the caring staff. Children learn about the world around them. For example, babies smile as staff lift them up to help them pat a wind chime. Staff talk to older children about looking after plants, such as peas and beans, as they explore the growing area of the garden. Staff help the children to find a spider's web, and the children talk about the spider who has gone because of the rain. Staff show children raindrops landing in the water tray. Staff teach children how to squeeze pipettes full of rainwater to fill containers, to help children to practise their small-muscle skills.

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

• Staff teach children about the world around them. For example, the enthusiastic staff talk about how to make compost as children take fruit scraps to the compost bin in the garden. Children learn about flowers as they look at daffodils with magnifying glasses. They hear lots of descriptive words, such as 'yellow', 'stem' and 'stalks'. Staff allow more time to support children who need extra help, and provide items that they are interested in to encourage new words and conversations.
• Staff support children to practise their large- and small-muscle skills. For example, children make large marks with chalk on the ground as they draw roads. Older children ride tricycles and staff talk about zebra crossings. Children laugh while they listen to and follow instructions as staff tell them when to stop and go.
• Staff support older children to investigate and explore ideas for themselves. For example, as children fill small glass bottles with sand, staff encourage them to think about what the sand is made of and how it feels. Staff allow the children time to discover that the head of the spoon does not fit in the sand-filled bottle, but if they turn the spoon upside down the narrower handle will go in. However, sometimes, staff do not make the most of babies' learning and exploration. Babies tip bricks out of containers, stand on them, and throw toys as they roam around the room. Staff do not always engage the babies or encourage them to focus on purposeful play and learning.
• Staff support children to behave well. They remind children to stand nicely as they line up to wait for a snack. Staff encourage children to put apple cores and pips into the compost bin and to sit on the mat to eat.
• Staff support older children to be independent, safe and healthy. They teach children to hold knives safely and to cut away from themselves as they chop fruit. Staff support children to rub their hands together as they wash them, ready for lunch. However, good hygiene practices are not followed consistently by all staff. For example, babies' noses are not wiped as soon as they run, and not all staff in the baby room wash their hands before serving food.
• The manager ensures that staff implement a clear curriculum, and reflects on the practice of the staff. Staff state that they feel well supported. The manager looks for ways to improve, and recent focus has been on outdoor learning and nature. The manager plans for children to learn about the local area, such as by visiting the nearby school and walking into the village.
• Staff provide information to support parents with children's learning at home. Parents speak of the help that they receive from staff to help children to settle in, and of the good communication and information they receive about children's progress.

What the setting must and should do next

The provider should:

• support staff to develop their teaching skills so that babies are consistently supported to engage in their learning
• review hygiene routines so that they are consistently adhered to and hygiene standards are of the highest quality.