The Cradle Nursery

What is it like to attend this early years setting?

Children arrive happily and are eager to play at this safe and welcoming nursery. They quickly settle and find their favourite activities. Children are helped to build their large-muscle skills as they perform yoga poses and dance moves. They grasp scarves, watching as they twirl, and move their bodies in time to the music.

Younger children delve into soapy water. Staff carefully show them how to use pipettes, using their small-muscle skills to squeeze up the water. They begin to develop their coordination skills as they scramble up the steps to the slide and laugh happily as they travel down. Children develop their imaginative skills as they are supported by staff to make imaginary dinners in the mud kitchen. They use pots and pans as they pretend to create different foods. Staff support this interest as they ask children what their favourite food is. Children answer, 'I like pizza best.'

Babies gaze transfixed as staff blow bubbles. They watch in wonder as the bubbles travel and pop. Children are supported to make music as staff offer a selection of instruments. They explore sound as they press buttons and shake tambourines. Babies use their developing muscles as they wave and shake ribbons on sticks in time with songs and rhymes.

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

• The manager is skilled and dedicated to providing a high-quality service to children and their families. She continuously reflects on the provision and ensures that staff have access to professional development opportunities. For example, staff have recently received training to support them with building on children's physical play in the nursery. This benefits the children's physical development and helps them to make good progress in this area of their development.
• The manager and staff provide a thoughtful and diverse curriculum for children that supports all areas of their development. However, at times, staff take the lead in children's play and do not give children time to choose their own resources. This restricts children's ability to build on what they already know and limits their independent decisions.
• Staff play alongside children and assess what they know and can do. They have a good knowledge of their key children and understand how to best support the next steps in their learning. However, occasionally, younger children who are developing early words are not given time during their play to think and respond to questions.
• Staff plan and provide additional activities to help children learn the necessary skills for their future. For example, children in pre-school recently showed an interest in how the digestive system works. Staff helped children to learn about this by providing carefully considered additional activities.
• Children develop good relationships with their key person. Babies snuggle in for stories. Older children go to familiar adults, who provide comfort and reassurance. Staff help children by providing a range of strategies. For example, children talk about their emotions by selecting a face with an expression. This helps them to identify how they are feeling.
• Parents are delighted with the care and support the manager and staff provide. Parents receive daily updates on their child's progress and are supported to learn at home with their children. Parents comment that the manager and staff are warm, kind and welcoming, which contributes to the family feel the nursery promotes.
• Children benefit from home-cooked, balanced meals and snacks at the nursery. They enjoy foods that reflect the diversity of the children who attend. For example, as part of the Eid celebrations, children sample cultural food prepared by the nursery cook. Children are encouraged to care for their teeth. A recent visit from a dentist has helped children to understand the importance of oral health. Children are supported further as they brush their teeth after meals.
• The manager, who is also the special educational needs coordinator (SENCo), plays a vital role in supporting children with special educational needs and/or disabilities (SEND). Swift support and effective liaison with other external professionals and the children's parents give a consistent and tailored approach. As a result, all children are making good progress in their learning.

What the setting must and should do next

The provider should:

• support staff to build on opportunities for children to develop their independence skills and make choices during their play
• strengthen staff's questioning skills with younger children so that children have to think for themselves and respond.