Stour Road Day Nursery

What is it like to attend this early years setting?

Children are happy and confident. They quickly engage in the resources that staff have thoughtfully prepared for them. Children make and create models using a range of equipment. They eagerly demonstrate to others how they have constructed their creations. Staff celebrate their successes. Children feel valued as staff take the time to talk with them about their work. Staff's interactions with children are constantly warm and encouraging. Children love books. Babies select their favourite stories, know how to handle books, and carefully turn pages. They sing 'Incy Wincy Spider' as they learn vocabulary alongside staff, engaged by fun hand puppets. Older children prepare for school by learning to listen during group activities. They participate in discussions about the stories that they hear. Children have the confidence to speak in front of their peers and share their own thoughts and ideas.

Leaders have developed a curriculum that supports children's well-being and encourages their motivation to learn. They expand children's experiences by organising visits from experts, such as football coaches and dance teachers. Staff positively influence children's confidence and belief in themselves. Children continue to remain motivated to learn skills and knowledge inspired by visitors. They initiate extra practice at the nursery so that they can improve.

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

• Leaders have developed an ambitious curriculum that provides children with the knowledge and social experiences necessary for success. They strive to improve continually. Leaders have updated the curriculum to prioritise children's personal and emotional development. They recognise that children learn best when they have the confidence and self-belief to get involved and take initiative. Leaders structure learning across the nursery so children build on what they have previously learned. Babies learn to recognise their emotions, such as happiness or sadness. Young children quickly learn to identify feelings with increasing accuracy, such as feeling 'scared' when worried about something. Older children effectively communicate their emotions to others using a range of language they have developed over time. Children manage their emotions well and actively participate in curriculum activities prepared by the staff.
• Leaders and staff are knowledgeable about the children in their care. They accurately assess children's needs and interests by collecting information from parents and using published assessment materials to identify gaps in learning. Leaders and staff ensure that children promptly receive the support they need to develop. They adjust the curriculum for children with special educational needs and/or disabilities (SEND) to ensure they have regular, targeted opportunities to practise the essential skills they need, allowing them to make good progress.
• Staff plan purposeful activities for children. They know how children learn and design tasks with the curriculum intent in mind. For example, children enhance their knowledge of construction and building through role play. They play with foam bricks to build walls and use toy bulldozers and pick-up trucks to deliver sand for further construction work. Children learn from non-fiction books about construction vehicles and buildings. However, staff occasionally do not directly teach children the skills and knowledge they need to learn. When children conduct a science experiment, mixing liquids to make a change, some staff do not do enough to clearly explain how and why a change has happened. While children enjoy the experience, some finish the activity without a secure understanding of the intended learning.
• Children's behaviour is good. Staff have high expectations of children and calmly remind them to reflect on making positive choices. Children sustain their concentration as they listen during circle time activities. During story time, they demonstrate positive attitudes through their contributions by answering questions and offering their ideas. Children respond to instructions and help tidy up when asked.
• Staff provide attentive care. They follow their policies and procedures to ensure they know the individual care needs of all the children they look after. Children have good attachments to their key person. Leaders and staff have good partnerships with parents. They frequently communicate with parents about their child's day and share any concerns that they may have about their child's development.

What the setting must and should do next

The provider should:

• strengthen staff's teaching skills further to help children fully benefit from their intended curriculum, so that children make even more progress.