St. Martins Day Nursery

What is it like to attend this early years setting?

Children arrive excited and ready to learn at this setting. Staff greet children warmly at the door. They communicate with parents and carers about what children have been doing outside of the setting. Children separate from their parents with ease and enthusiastically join in with the activities that are provided. When children first join this setting, staff adapt the settling-in sessions to suit each child's needs. Staff use these sessions to begin to create relationships with children and their families.

All staff know children well. Children are happy to approach staff when they need support. Leaders plan a curriculum that ensures that children are ready for the next stage in their education. They plan a learning focus for each room, and each child has a next step relevant to their current skills.

Children behave well. They share resources and are aware of rules in the setting. For example, children know no more than four children can fit safely around the sand tray. Because of this, children wait patiently exploring other areas until their turn. Children show resilience when building towers. They laugh when the tower leans and work together to ensure that it stays standing. Children show good levels of perseverance.

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

• Staff are happy at this setting. Leaders manage staff's workload to prioritise their teaching and children's learning. Staff receive the opportunity to put forward their views during regular staff meetings, where leaders ask for feedback on their workload. Staff complete regular training in areas they want to improve. Leaders reflect on this training and ensure that it improves staff's practice.
• Children are able to be physically active. They explore a spacious outdoor area where they can climb and balance. When children do not want to go outside, they can explore a soft-play area inside. Leaders have considered the weather when improving the baby room. For example, babies are able to explore outside with a shelter to ensure that they can stay dry during poor weather.
• Staff focus on children's language and communication skills. They promote a love of reading, and staff regularly read stories to children. Children can name their favourite books, showing they are exposed to them frequently. Staff narrate on children's play and introduce new vocabulary to children. However, occasionally, they do not give younger children time to process questions, in order to respond. This means that children do not consistently have the opportunity to repeat new vocabulary and learn to take turns during conversations.
• Children have a good relationship with all staff. Babies smile when they see staff's reflection in the mirror. Older children seek out staff to show them things they create. However, the key-person system is not always consistent. Sometimes parents and staff are not always aware of who a child's key person is and their next steps in development. This does not ensure continuity of learning between the setting and home.
• Staff engage with multiple agencies to support children, their welfare and their learning. They create effective links with local schools to support children with this transition when they leave. Parents comment that the setting is 'supportive' of change and children's well-being is a priority for leaders and staff.
• Overall, leaders and staff place a large focus on relationships with parents. They provide resources for parents to use at home. For example, the setting offers a lending library at the entrance. Parents can choose books with their children and take them home. Leaders also provide toothbrush packs that include a toothbrush, toothpaste and information on the importance of children regularly brushing their teeth. This promotes good oral hygiene.
• Staff give children the opportunity to develop their independence skills. Children serve their own drinks and food during snack time. Staff sit and eat with children, modelling good table manners during lunchtime. Mealtimes are a calm and social time where children engage in conversations with their friends and staff.

What the setting must and should do next

The provider should:

• ensure that questioning during younger children's play gives them the time to think and then respond
• strengthen the key-person system, so staff and parents are aware of who a child's key person is and what their next steps in development are to support children's learning.