Starfish Day Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time at the nursery because staff provide a home-from-home environment. As one parent explained, 'staff treat my children like family'. This nurturing approach gives children a good sense of belonging. Children are well looked after and build strong attachments with all staff. Children's personal development is promoted very well as staff encourage them to talk about their feelings. For example, when children talk about being scared of the dark at bedtime, staff offer warmth and reassurance. They also work with parents to help children overcome their worries.

Staff work hard to ensure that all children acquire lots of knowledge and skills. For example, there is a strong focus on early mathematics, as staff encourage children to calculate 'one more' and 'one less'. Staff weave mathematics into all activities. As a result, children benefit immensely from these well-planned activities. This gives them a good start in their early education.

Staff give children a voice, which shows they are valued. For example, children have created 'golden rules', such as 'not picking flowers from the garden'. They also enjoy being a member of the Starfish Committee. They take these roles very seriously. As a result of children's ideas, staff have made changes. For example, they have introduced a pretend supermarket in all rooms, and have plans for a teddy bears' picnic. Children are proud of their achievements.

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

• The leadership team is a strength of the nursery. Leaders, supported by staff, have created a calm and tranquil place where all children feel safe and confident. For example, babies explore their nurturing environment and enjoy playing peekaboo with staff. At other times, they gain control of their bodies as they begin to crawl and totter around the room. Staff remain close and give babies the reassurance they need to practise their new physical skills.
• Children benefit from rich experiences that ignite their interests and eagerness to learn. For example, older children experience awe and wonder as they nurture caterpillars and watch them change into beautiful butterflies. This helps children to appreciate the magical beauty of the natural world, as they release the butterflies into the nursery garden.
• The curriculum enables children to gain lots of knowledge and skills, which supports their future learning. However, the curriculum plans for literacy do not provide the right opportunities for children to learn in a sequential manner. For example, staff encourage children to learn aspects of phonics that are a little too advanced for their age and stage of development. This does not build on what children know and can do. This minor weakness is further impeded because some words displayed around the nursery are written in capital letters. This has potential to cause some confusion for children.
• Despite gaps in literacy, children have many opportunities to develop a love of reading. Books and stories are provided throughout the nursery. As a result, children are able to experience the joy of reading and listening to stories.
• Managers and staff work incredibly well with parents. This partnership working provides huge benefits for children. For example, parents visit the nursery for stay-and-play sessions. This means they can observe their children's daily experiences in the vibrant nursery. Parents also embrace ideas from staff, such as using sand timers to help their children understand boundaries and learn how to take turns. Parents welcome the raft of support and ideas, which they continue at home.
• Effective partnerships with other professionals have helped to close gaps in children's learning. For example, staff share children's progress checks with health visitors. This integrated working enables them to identify and support children who may need a little extra help.
• The support for children with special educational needs and/or disabilities is strong. Staff use a 'graduated response' approach. For example, they carefully assess, plan and review children's individual care and learning needs. This enables staff to focus on what children need to learn to help them reach their full potential.
• Leaders and staff are committed to giving all children the best start to help them succeed. They have used early years pupil premium funding to enhance the learning experiences of disadvantaged children. For example, leaders have purchased resources, such as weighted blankets and 'putty dough' to support children's emotional well-being and physical development.

What the setting must and should do next

The provider should:

• improve the curriculum plans for literacy so that staff can help build on what children already know and understand.