Sweet Hearts Childcare

What is it like to attend this early years setting?

Children are happy in this inviting and friendly nursery. The manager has created a home-from-home environment, and staff develop strong relationships with children. Staff recognise the positive impact this has on children's development. Children are safe and secure. They have lots of cuddles with staff and joyful interactions. Children use their imaginations as they make 'cakes' with play dough. Staff help them to weigh the pieces of dough on a set of cooking scales and read out the weights. They guide children to compare different items, for example pine cones and twigs. Staff use mathematical language in the discussion, for example 'comparison' and 'weight', developing children's mathematical vocabulary.

The curriculum is effective. Staff know the children well and use children's interests to guide them in their planning. Babies enjoy the support they receive from staff to develop their physical skills. Staff use the well-designed learning environment well. For example, they ensure that babies can use equipment to pull themselves up to standing, with staff's support and encouragement, helping to build their core strength and balance. Babies have a safe space to crawl and explore age-appropriate toys, developing their hand-eye coordination and concentration. Older children are curious and motivated to take part in activities. They delight in exploring herbs and other small plants. Staff name the plants and discuss what they need to grow.

Children behave well and are kind and helpful. They eagerly share toys and help each other. For example, pre-school children show their friends how to write the letter 'e'. Children of all ages listen well and respond to instructions. For example, when a bell is rung by staff to signal a change in activity, children quickly stop and listen.

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

• There is a good focus on developing children's physical skills. Children of all ages enjoy a daily session of dancing. They develop coordination and rhythm. Staff help children build their memory as they recall and perform set dance moves to popular songs. Staff guide children to develop their throwing skills as children aim small beanbags at a target. Children visit the local park with staff and use the equipment there to climb and develop their cardiovascular strength.
• Staff support children to develop their independence skills well. They teach children to wash their hands before snack time and pour their own drinks. Children cut and peel their fruit. Staff guide children to discuss the colour and texture of the food and think of what type of plant it has grown on. After snack time, children wash their plates and throw their rubbish in the bins. They are confident and proud to show what they can do for themselves.
• Management has created an ambitious curriculum, enabling children of all ages to make good progress in their learning and development, including those with special educational needs and/or disabilities (SEND). Those staff responsible for the SEND provision are knowledgeable and experienced. They integrate effective strategies to support children with SEND. For example, they use sign language and visual aids to build children's communication skills. Staff quickly recognise when children have additional needs and offer effective and timely support.
• Children are confident in communicating what they know and can do. On occasion, staff divide children into age groups for specific activities. However, some group activities are not always organised to best enable the older children to concentrate and become more deeply involved in their learning.
• Management has positive relationships with parents. Parents feed back that children make good friends at the nursery and are happy to attend. They praise the activities that staff create and feed back that their children make good progress in their social skills and confidence. Staff send activities home for parents to extend their children's learning further and have created a book lending library for children to take books home. Parents report that staff offer effective guidance in child development issues.
• Management has created a team of staff who enjoy working in the nursery. Staff feel valued and feed back that their ideas and opinions are listened to. For example, staff wanted to develop the curriculum focus on nature. As a result, management introduced projects such as 'sowing and growing', to enable staff to build children's knowledge of plants and how and where they grow. Management ensures that staff develop their professional abilities with a range of training opportunities. For example, staff have taken part in 'safe sleeping' courses and implemented their knowledge into the sleeping areas of the nursery.

What the setting must and should do next

The provider should:

• organise group activities more effectively for older children, to support them to concentrate and become more deeply involved in their learning.