Teddies Day Nursery

What is it like to attend this early years setting?

Children are the heart of this warm and friendly setting. Knowledgeable staff support children well. They engage children in a range of activities to spark their interest. Children recall what they have been learning about. They love to show off their developing skills. For example, the pre-school children use shaving foam and sand to make cement to build towers. Children cannot wait to tell their parents about their day and what they have learned. Babies enjoy sensory activities. They mix flour and water with their hands to make dough. Toddlers explore their developing physical skills outdoors. They build and master their own obstacle course with support from staff.

Staff have high expectations for children's behaviour and boundaries. Children learn the rules of the setting and how they can help to keep themselves safe. For example, children independently sweep up spilled sand so their friends do not slip. Children take part in daily circle-time activities in their key-person groups. This supports children to have a sense of belonging. They learn valuable social skills, such as sharing, turn-taking and respect for others. Staff share information about children's learning with parents. They engage in a daily dialogue to pass on information about what children need to learn next.

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

• Leaders and staff have created an ambitious and well-sequenced curriculum for all children. They have taken the time to get to know children well to ensure the curriculum meets their needs. However, staff need more support to fully implement the new curriculum consistently across the setting to precisely meet the needs of all children.
• Leaders review children's learning regularly. They look at the progress they have made and identify any gaps. This enables them to plan for children's next steps. Leaders share this information with staff and discuss any training needs that may arise. As such, all children make good progress.
• Children access a range of activities and experiences to capture their interest. Staff challenge children's learning and build on what they already know. Children recall and talk confidently about their activities. As such, children develop a deeper knowledge and understanding of their own learning.
• Leaders and staff place communication and language at the heart of the curriculum. Singing nursery rhymes and telling stories are key parts of the day for all children. Pre-school children have a literacy focus for their activities. For example, staff introduce the story 'The Gingerbread Man' at circle time. Children then access activities to help bring the story to life. Consequently, children develop the important skills needed to become storytellers.
• Staff constantly talk to children and narrate their play. Staff ask open-ended questions and allow children time to think and give their response. Staff model effective communication skills and engage even the youngest children in two-way communication. Therefore, all children learn to communicate effectively, sensitively and appropriately.
• Leaders and staff have worked hard to get to know their key children. By embedding the key-person system, staff know the children well and can identify their needs. Staff know when children are in need of challenge, or when they need some quiet time. This shows that care practices are well established, ensuring that children feel that they belong.
• Parents feel supported and informed about changes within the setting. Staff share children's learning objectives and next steps with parents. Staff send photos and comments to celebrate 'wow' moments in the children's learning. Consequently, partnership with parents is effective, and information is shared with transparency.
• Leaders and staff work together to support children with special educational needs and/or disabilities. The setting hosts regular meetings with parents and professionals involved with the family, such as speech therapists. This ensures that each child has the support in place to make progress, regardless of their starting points.
• Leaders reflect on their practice and identify areas for improvement. They have a clear improvement plan, and staff help them to put it in place. Supervision sessions take place monthly, with targets set and reviewed. Through continuous monitoring, leaders are able to track the effectiveness of training. Overall, this helps staff to offer a good quality of teaching.

What the setting must and should do next

The provider should:

• continue to support staff to develop a deep understanding of the curriculum intent so they can focus their teaching more precisely.