Sticky Fingers Day Nursery

What is it like to attend this early years setting?

Friendly staff welcome children into this large open-plan space. There are defined areas with age-appropriate resources to invite and excite learning. The setting benefits from a secure roof garden, which allows the children to view the world as it passes by below. Besides the usual outdoor resources, the children are presented with unique learning experiences. They spend their time watching construction workers and are able to learn new language to identify the equipment. Children count different-coloured cars and discuss the variety of vehicles on the road. Every day they are provided with a different view of the world and the opportunity to extend their knowledge and understanding of real life.

Children have access to a separate sensory room. Soft-play resources, gentle sounds and coloured lights help them to develop and engage their senses. Here, they learn to understand the physical response to the emotions they feel. This supports children to develop resilience and manage their own thoughts and behaviour.

This setting is in a multicultural area and the manager ensures that equality, diversity and inclusion are a priority. Staff regularly take children out into the wider community. This helps children to celebrate and understand different cultures.

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

• The manager has a clear vision for this setting, which is shared by the whole staff team. There is a planned curriculum overview, which is used to inform provision and practice. This is then adapted in line with the interests and developmental needs of each child. This ensures that all children, including those with special educational needs and/or disabilities are making good progress.
• There is a clear focus on communication and language development at this setting. This is delivered through a language-rich environment with lots of opportunities for children to engage in conversation, rhymes and song. The team helps support communication and language by introducing new vocabulary at every opportunity. Staff repeat words and extend sentences using descriptive language to progress children's learning. Sometimes, staff ask questions but do not wait long enough for children to process these and respond, to further develop their thinking skills.
• On occasion, some children may need further support with their communication and language. The manager has enabled staff to attend specialist training in this area. As a result, they are creating a communication resource box of strategies learned. This is to be shared among the whole team to enable them to skilfully use a number of verbal and non-verbal strategies to support these children.
• There are a high number of children at this setting who speak English as an additional language. Staff have access to keywords from other languages to support those who speak English as an additional language. This supports and celebrates children from India (speaking Urdu), Pakistan, Turkey and Syria while promoting diversity. The setting places a strong emphasis on inclusion.
• Staff are clear about the starting points of each child. As a result, they are able to adapt the learning process to match their individual needs and interests. They deliver a 'Ready Steady School' programme to ensure children are ready for their future learning at school. Staff have high expectations for the children at this setting and encourage them to be independent. On occasion, staff are too quick to assist children who would be capable of doing things for themselves if allowed the time. This limits children's ability to practise those skills.
• Staff are extremely nurturing and treat children with kindness and respect. They listen to the views of children and often encourage them to make their own decisions. Children are given a choice of books at story time. They vote by placing a small construction block on the cover of their favourite book. The blocks are then counted. Staff explain to the children that the highest total means more people want to hear that story. Children clearly have a voice at this setting.
• Regular supervision of staff enables the team to be aware of their roles and responsibilities. This also allows the manager to identify training needs and support staff progression. As a result, updated training around language and communication has been accessed by staff. The team use this new knowledge to improve their daily interactions with the children.

What the setting must and should do next

The provider should:

• allow children the space and time to take advantage of available learning opportunities before stepping in to support them.