Squirrels Day Nursery

What is it like to attend this early years setting?

Children relish their time in this superb learning environment. They are extremely happy and exude self-esteem and confidence. They are excited and eager to show visitors what they are doing. For example, older children draw pictures and are eager to share what they have drawn. Children are highly motivated to learn, and even the youngest children are engaged in the exciting and stimulating activities. Children learn about healthy foods and the impact on their bodies. Babies are encouraged to smell, taste and name different fruits during snack times. Older children talk about the benefits of eating healthily, during sociable mealtimes. Children are extremely independent. Babies use spoons to scoop their snack and attempt to peel their own oranges. Older children put on their own shoes and coats before going into the garden.

Babies are very settled, confident and at ease. They all have exceptional relationships with the staff in their room and staff respond sensitively to their needs. Staff ensure that the environment is stimulating for all ages. Non-walking babies relish purposeful and exciting activities in the garden area. For example, staff members encourage them to use their large muscles to search for items in the sand. All children benefit from excellent opportunities to engage in physical activities, indoors and outdoors.

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

• Communication and language is taught exceptionally well to children of all ages. Staff talk to babies as they explore wildflowers in water. They use repetition of words as children use a potato masher to mash the flour and water in the mud kitchen, saying, 'Mash, mash, mash.' Staff use Makaton and British Sign Language to aid children's communication skills. Older children are eager to ask questions to clarify their thoughts, and staff enthusiastically support their language development by introducing them to new words. For example, during an activity where children make their own scented dough, staff explain to children that, 'Using your hands to feel and your nose to smell means that you are using your senses.' Children use more complex words spontaneously in play as they tell staff they are being 'independent'.
• Staff ensure that the opinions and wishes of all children are incorporated into their learning. For example, older children talk about whether people in their family like ketchup. Staff encourage children to express their ideas together, talking about their families and explaining to them that they are all different and that this is a positive thing. As a result, children respect each other.
• Children's behaviour is expertly managed in a calm and sensitive manner. Staff get down to the child's level and quietly discuss their feelings and how their actions affect others. They use a sand timer to encourage children to take turns.
• Children often suggest using it when they are waiting for their turn. Staff reward positive behaviour with lots of praise and encouragement. Consequently, children develop an excellent understanding of right and wrong.
• Support for children with special educational needs and/or disabilities and children who speak English as an additional language is exceptional. Staff are proactive in seeking specialist advice and support for children and their families. Staff teach babies sign language so they can communicate with each other. Older children benefit from a sensory area adapted to meet the individual needs of each child. Children benefit from targeted interventions where gaps in their learning or development have been identified.
• The manager and staff are extremely passionate about their roles. Staff encourage children to use their imaginations and follow their lead. For example, in the garden, children pretend the parachute is a pancake. They wriggle on it, pretending to be chocolate sauce, using words such as 'slither'. Staff join in and add learning opportunities, introducing new language and mathematical concepts as they play.
• Leaders and managers provide parents with an abundance of information and resources for them to support their children's learning and development at home. Parents comment on how they feel extremely well supported with their child's learning and when they need emotional support. Managers arrange parent workshops so that staff can support parents to understand what their children are learning.