The Cottage Private Day Nursery (Uttoxeter Road)

What is it like to attend this early years setting?

Children form strong, positive relationships with staff. Staff get to know the children well and incorporate their interests into play. For example, staff introduce dinosaurs into the provision and extend children's learning using new vocabulary. Children learn about different names and features of dinosaurs. Children confidently access the environment and interact with staff. All children, including those children with special educational needs and/or disabilities (SEND), make good progress from their starting points.

Staff support children's understanding of emotions. When reading books, staff name how a character is feeling. Children repeat and identify similar emotions later in the story. Further to this, children learn about their similarities and differences, supported by staff. Staff make comparisons of their hair to others using descriptive words, such as 'curly' and 'straight'. Children describe their hair when looking in the mirror and comment on their differences using the taught vocabulary.

Children learn about good hygiene. They follow clear instructions to wash their hands when asked. Staff explain to children the importance of washing away germs. Staff also prioritise developing independence at a young age. Younger children learn to self-feed using spoons. Older children learn to cut up food using safety knives and take responsibility for scraping their own plates once they have finished. When children need extra support, staff model to help children succeed.

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

• Leaders and staff identify gaps in children's learning and put in place early support. For example, they assess children's development and make timely referrals to outside agencies. Children with SEND have targeted plans for their learning that incorporates advice received from outside agencies. Staff put in place effective support, for example adapting their questioning based on their targets. Children with SEND thrive.
• Children develop their communication and language well. Staff question older children to predict. Children comment what they think will happen when they mix vinegar and bicarbonate of soda together. Staff pause to encourage younger children to finish sentences, for example, when singing nursery rhymes. However, occasionally staff do not ensure all children have sufficient time to respond and develop their language and thinking skills in depth.
• Children develop a love of reading with plenty of opportunities for them to explore books. Staff read enthusiastically to children and talk to them about the different pictures. Younger children repeat words taught by staff and older children describe who is in the pictures. Children learn about aspects of a story, such as the characters.
• Staff provide plenty of opportunities for children to develop their physical skills. Children learn to balance and jump off stepping stones, landing on two feet. Staff extend this further by demonstrating how to 'jump like a frog', which children copy to strengthen their large muscles. Alongside this, staff support the development of children's smaller muscles to prepare them for early writing. Children enjoy making marks with staff encouragement, and when they show an interest in writing their name, staff model this carefully. Children write over their marks enthusiastically, giving meaning, such as linking letters to the sounds they make.
• Children are learning to play well together, taking turns and sharing. For example, children take turns using a funnel to pour different materials into their own jug. When children need further reminders to take turns, staff calmly reinforce using children's names to say whose turn it is. Children listen and follow the expectations of the nursery.
• Staff encourage children to 'have a go' or demonstrate how to achieve. For example, staff model how to open a yoghurt pot when children show signs of struggle. Children continue to open the yoghurt pot independently. Children are becoming more resilient.
• Leaders and staff work collaboratively with parents. Staff share children's progress and strategies to support home learning. For example, staff share strategies used at the nursery when children start potty training. Leaders also share information with schools to ensure consistency in children's care and education. This supports positive transitions to school.
• Leaders and managers support staff well. They prioritise staff's continuous professional development. Staff are knowledgeable about policies, procedures and children's needs. They clearly understand their roles and responsibilities. Leaders carry out regular observations of staff practice to identify where they need to improve. Staff attend targeted courses, for example, to support children with SEND. This helps staff to improve their teaching skills and practice for children, especially for those with SEND.

What the setting must and should do next

The provider should:

• support staff to consistently give younger children time to respond and develop their language further.