Teenie Iceni's Day Nursery

What is it like to attend this early years setting?

Children are excited to attend this setting and arrive happy and ready to start their day. Staff are friendly and welcoming. Children are encouraged to be independent from a young age. They confidently find their own belongings, open their own containers during mealtimes and get themselves dressed.

Staff plan adult-led activities that support children's important social interactions. For example, children learn to take turns and wait when blowing bubbles outdoors. Staff talk to children about whose turn is next, helping them to recognise the pattern and praise children when they wait patiently. Overall, children's behaviour is good and they play together well in small groups.

Children engage in group games and demonstrate excellent listening and attention skills. They carefully listen, and follow instructions well. Staff provide children with a regular circle time and the opportunity to learn as part of a small group. Children thoroughly enjoy singing and take turns to choose a song. Staff monitor children's attention well to ensure children are engaged and focused on their learning.

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

• Children's language and communication skills are prioritised. Staff read and sing to children during their play and initiate conversations in an age-appropriate manner. Children demonstrate their excellent communication skills as they engage in conversations and share experiences from home. Staff use good questioning techniques to encourage this further.
• The management team has implemented a key-person system. Staff know children well and plan clear next steps for their learning, supporting children to make good progress. However, staff do not always communicate well enough or share information with each other to ensure children's learning is well supported during a change of key persons or in the key person's absence.
• Staff introduce mathematical language throughout children's play. They count objects with children, pictures in books and use words, such as 'big', 'medium' and 'small', when comparing resources. Additionally, children learn to use their fingers and other objects to represent numbers and quantity. Staff provide learning opportunities for children to extend their knowledge of shapes and patterns and this provides children with a solid foundation of mathematical knowledge.
• Staff plan learning opportunities that are interesting and engaging for children. However, they are not always consistent with their expectations or with their approach to behaviour management. For example, some staff have different rules for children, and this can lead to confusion and a lack of understanding of what is right and wrong.
• There is a flexible transition in place between the rooms at the setting. Staff monitor children's progress and well-being and support children to move to the next room only when they are ready. Staff discuss what room is most beneficial for children and this helps children to feel safe and secure in their environment. When children do transition to the next room, staff ensure children have regular visits and get to know staff before making a permanent move.
• Mark-making opportunities are provided both indoors and outdoors and support children to develop their early writing skills. Children enjoy drawing with a range of tools such as, pens, brushes and chalks. Older children write their name and proudly show off their achievements.
• The management team prioritises parent partnerships. Staff provide good communication, sharing updates about children's care and learning. Families are invited to the setting for induction sessions prior to starting, and family events are arranged throughout the year. Additionally, home learning ideas are shared with parents to support children's continued progress. For example, staff share children's next steps in learning and make suggestions about how parents can continue this learning at home. This helps children to make good progress in their development.
• There is a robust recruitment process in place and staff receive an in-depth induction programme when they start. The management team is reflective of staff practice and recognises where improvements can be made. Staff supervisions are used to implement action plans and access training to raise the standard and consistency in teaching across the setting.

What the setting must and should do next

The provider should:

• share information between key persons and other staff so that children's learning is supported more effectively in the absence of their key person
• strengthen staff's understanding to consistently implement behaviour management strategies to help all children understand what is expected from them.