Sticky Fingers Day Nursery

What is it like to attend this early years setting?

Staff welcome children as they enter the nursery. Children settle quickly and greet their friends as they arrive. Children eagerly understand the morning routine as they independently engage in self-chosen activities. Children enthusiastically explore the environment and eagerly work together to build in the construction area. Children are confident to approach staff for help if needed. Staff offer praise for their accomplishments, which raises children's self-esteem. The curriculum provided offers challenge and stimulates the interests of children. Children are keen to get involved in the activities on offer, and staff support their positive attitudes to learning well.

All children behave well. They learn to take turns and share the resources. Children learn to identify and manage their feelings with sensitive support from staff. Children have good opportunities to develop their physical skills. For example, they eagerly join in activities to develop their large muscles as they run and chase and balance on equipment. Children are confident and are motivated to learn. For example, during carpet time, they eagerly explain the rules to each other as they select different pictures that rhyme to their pot. This supports children's understanding of early reading skills.

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

• The managers and staff have designed a well-sequenced curriculum, with a particular focus on what children need to learn next through their interests. Staff know children well and understand what they are working towards. All children, including those with special educational needs and/or disabilities (SEND) and children with English as an additional language, make good progress from their starting points.
• The special educational needs coordinator (SENCo) has a good knowledge of children and gives good support to staff to provide targeted plans for children. Staff work closely with parents and other professionals to ensure that children with SEND are well supported.
• Children confidently use mathematical language in their play. They accurately count how many minibeasts they find, and how many more bricks they need for their castle. Staff talk to the children about the shape and size of different minibeasts children find. Staff encourage children to read numbers on the scale to check the correct measurements during a cooking activity. This supports children's understanding of early mathematical concepts, and prepares them for the next stage in their learning.
• Staff provide effective support to help children to interact and develop their communication and language. For example, children enjoy activities to support their listening skills and eagerly follow instructions. Children confidently find pictures that rhyme. Staff introduce descriptive words and clear language during activities. For example, staff introduce new words, such as 'hydrate', as children are talking about the importance of drinking lots of water on a warm day.
• Staff have created an environment where children can explore a variety of exciting activities. Children are becoming curious and inquisitive learners. Staff know what they want children to learn, and support children's development well through spontaneous learning opportunities. Occasionally, however, staff do not consistently use this knowledge during their interactions to respond quickly to secure new learning, when children show an interest in activities.
• Partnership with parents is strong. Parents speak highly of the nursery and comment that the staff team are nurturing, compassionate and that their children thrive in a safe environment. Good communication ensures that parents know what their children can do, what they will be learning next and how to support their learning at home.
• The managers work well together and are strong motivational leaders. As a management team they have sound understanding of how to make improvements in the nursery for children. They identify areas to improve further and celebrates the staff's strengths to improve practice to benefit children. Staff speak very highly of how the management supports their professional development. They receive regular supervision and training. They feel supported in their role.

What the setting must and should do next

The provider should:

• continue to support staff to understand what individual children need to learn as they follow their interest, to extend their learning even further.