Summerfield Day Nursery

What is it like to attend this early years setting?

Staff greet children and their families warmly on arrival at this welcoming nursery. They have embedded well-organised and consistent routines that help children to know what is happening next. Staff remind older children of the 'golden rules' and model using 'kind hands'. Children can be heard using lovely manners throughout the day. Staff discuss the importance of kindness as older children find a spider. Children take great care to find a safe place for the spider in the garden. Children behave well and demonstrate caring and considerate behaviours.

Children build good relationships with staff and their peers. They are keen to seek out their friends. Older children work collaboratively together and take on each other's ideas as they make a tea party for their teddies. Babies take turns to choose puppets from the song box and join in with some words as staff sing their favourite songs. These established relationships help children to feel safe and ready to play and learn.

Leaders have created an ambitious curriculum, and children's communication and language development is a prime focus. Children benefit from rich interactions with staff. Lots of chatter, babble and joyful singing can be heard throughout the nursery. Good systems are in place to identify any gaps in children's development. Children of all ages make good progress in their learning and development, including those with special educational needs and/or disabilities (SEND).

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

• Staff provide children with opportunities to move their bodies in different ways. They encourage babies to stand and take their first steps. They encourage children to use their agility and coordination as they take part in obstacle courses. Children slither like snakes and throw beanbags into hoops. Children's physical development is supported well. They become competent movers.
• The nursery offers children a range of opportunities to develop their hand-eye coordination. Babies are encouraged to grasp objects and scoop sand and water. Older children spend lots of time engaged in mark-making experiences. They show an interest and pride in writing letters from their names on their creations. Children develop an interest in early writing.
• Staff positively promote books throughout the nursery. They display books around the environment and frequently read aloud to children in an exciting way. Even the youngest children choose and handle books carefully. Staff encourage children to use books to extend their knowledge. For example, when they discuss dinosaurs, they encourage them to use the encyclopaedia to find out more. These opportunities help to foster children's love and respect for books.
• Staff use opportunities as children play to support their development in mathematics. All children enjoy joining in with number songs. As children engage in role play and make food for their guests at the tea party, staff encourage them to consider how long the food will need in the oven. Older children accurately count as they play and use size language as they describe the crocodile's 'massive teeth'. Children make good progress with their mathematical development.
• Staff know the children well. They plan a wide range of activities that link to their interests and build on their skills and knowledge. However, although children eagerly access these activities, at times, staff overly direct the children. This means that some children can lose interest as it reduces the opportunities for them to follow their own ideas and develop their creativity.
• Staff responsible for the SEND provision are knowledgeable and committed. Leaders have good oversight of the progress made by all children. Swift intervention is put into place when they identify any gaps in children's development. Links with parents and other agencies have been established to help staff support children with SEND to make the progress that they are capable of.
• Parents are welcomed into the nursery, and their views are sought and valued. They speak highly of the support they have received from the setting for the whole family. Effective communication systems are in place to ensure consistency for children's care and learning needs. Parents are well informed about their child's day and provided with a range of ideas about how they can extend learning at home. Parents are valued partners of the nursery.
• The provider has taken action in response to weaknesses it identified in the nursery. Leaders have improved staff's understanding of how to make risk assessments effectively when they take children from one room in the nursery to another. Leaders are responsive and have a clear oversight of the nursery. Staff receive effective and targeted support and coaching to strengthen their skills and knowledge over time.

What the setting must and should do next

The provider should:

• extend opportunities for children to express their own ideas and creativity during planned activities.