The Cottage Private Day Nursery

What is it like to attend this early years setting?

Children are happy and confident in the nursery. There is an effective key-person system in place that helps children to form strong attachments with staff, promoting their emotional security. Children are supported by staff to be curious and explore. For example, children show fascination as staff show them a ladybird. Together, they discuss the patterns and spots on the ladybird's wings. Children carefully hold the ladybird, excitedly show their friends and tell them about the ladybird.

Children relish in using their imagination to experiment with mud and water to make potions. Staff provide children with different containers and utensils to support this activity. Children's critical-thinking skills are developing as staff encourage them to consider what they can use to scoop soil into the bottles.

Children benefit from targeted activities provided by staff that focus on supporting children's next steps in learning. For example, staff provide children with pom-poms and clearly instruct what to do with them, introducing positional language for children to learn. Children develop their listening and attention skills as they concentrate and copy the movements of staff. They giggle as they shake their pom-poms high up in the air and shake them down low. Staff encourage children to take turns and encourage each child to suggest an action with the pom-poms. Children respond well to the guidance of staff and respectfully wait for their turn.

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

• Staff value and respect children's views. They create a children's council for them to contribute ideas and make decisions in the nursery. For instance, staff ask children to decide on names for the nursery chickens. Children discuss this and agree on naming the chickens Mona, Broccoli and Tyrannosaurus Pecks.
• Staff use assessment very well and swiftly identify emerging gaps in children's development. They are supported by a knowledgeable and skilled special educational needs coordinator (SENCo). The SENCo works closely with staff to implement targeted interventions and strategies to meet children's individual needs and help close gaps in their learning.
• Staff have strong partnerships with parents. They invite them to celebrate special events, such as pre-school children graduating from nursery. Children's self-esteem and confidence are boosted as parents and staff share their achievements. Parents are extremely happy with the care and education provided at the nursery. They comment on how staff promote children's development and meet identified health needs.
• During focused activities, staff support children's learning effectively. However, during some routines and children's free play, staff do not fully make the most of opportunities to extend children's knowledge. For instance, staff do not make the most of mealtimes or physical play to teach children the importance of nutrition and exercise in leading a healthy lifestyle.
• Staff help children to develop an interest in books. Children's communication skills are promoted as staff plan time to sit with children and read. Outdoors, staff and older children huddle under a slide and eagerly share a story.
• The manager and staff use additional funding to enhance opportunities and experiences for children. For example, they arrange a minibeast and reptile session. Children benefit from this experience and learn about the different animals, such as snakes and spiders.
• Staff support children's transitions to school effectively. They help children to become familiar with the school environment. For instance, they provide photos of local schools and school uniforms in the role-play area. Staff replicate the organisation of school lunchtimes to prepare older children for their move on to school.
• Overall, children behave well. Children know to tidy up when staff play a song. Staff intervene to help keep children safe and promote positive behaviour. For example, staff ask children not to do gymnastics, such as roly-polys, inside. However, staff do not always provide children with clear explanations to support them to understand the reasons why.
• The dedicated manager is passionate about the nursery for families and staff. She has a strong focus on forging positive relationships with all who use and work at the nursery. Consequently, families and staff feel comfortable to approach the manager for support, advice and to discuss any concerns.

What the setting must and should do next

The provider should:

• help staff to extend children's learning during routines and children's self-chosen play, with particular regard to helping children to understand healthy food choices and the impact of exercise on their bodies
• strengthen children's understanding by giving clear explanations to help them make sense of instructions and expectations put in place by staff.