The Marmalade Cat Day Nursery

What is it like to attend this early years setting?

Staff provide a calm and friendly, home-from-home setting, where children demonstrate that they feel happy and relaxed. Staff support children who are new to the nursery to settle quickly. They conduct home visits as part of their tailored settling-in process. As a result, children form secure and affectionate bonds with staff.

Children are confident to explore. Babies smile and babble as they explore sensory objects in their surroundings. They check in regularly with their familiar adult when needed. Staff sing with toddlers, and they eagerly await the selection of the next song from a song bag. Pre-school children play gleefully with a pretend post office, talking about posting Christmas cards and counting pretend coins.

Children use their senses as they scoop and pour scented oats. They examine winter resources carefully, such as pine branches and pinecones, as they learn about the seasons. Children practise using their small-muscle skills as they manipulate oats with their fingers. In the garden, children play with rubber balls and guttering tubes. Children calculate which ones will fit in the tube and will travel down. They shout, 'whee,' as they place balls in the guttering, then laugh in delight as the ball travels quickly down and out of the bottom into a tray of water.

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

• Staff are enthusiastic story tellers. Pre-school children sit and listen to a story about the 'Jolly Christmas Postman'. Staff enthusiastically read the story, adapting their voices, to keep all children engaged. Children are curious about the story. Staff ask open-ended questions, allowing time for children to answer. In other rooms, staff encourage children to use books to support their play. Toddlers listen to a story about colours, following a conversation about the colour of the trains they are playing with.
• Children behave well. They are polite to one another and take turns with resources. For example, younger children take turns using a dustpan and brush to sweep oats off the floor. They decide if the oats need to go in the 'ordinary bin' or the 'recycling bin'. Staff are positive role models for children. In the baby room, staff members initiate turn taking when babies feel various sensory books.
• Meals are freshly prepared each day and are nutritious and inviting. The nursery manager arranged for a dental professional to come and speak to the children about the importance of oral hygiene. Staff ensure that children follow good hygiene practices. For example, children wash their hands after using the toilet and before handling food. Staff clean children's faces when needed. At times, staff rush in to help children with tasks before waiting to see if they can manage these themselves. This does not fully encourage children's developing independence.
• Children with special educational needs and/or disabilities make rapid progress at the setting. There are good systems in place to ensure children receive swift and targeted support. Staff use Makaton signing and visual aids during conversations and play, to ensure that all children can communicate. The manager understands that early intervention is key, and all children are well supported.
• Staff provide opportunities for children to learn about diversity in modern Britain. For example, children recall words they have been taught from members of staff. They confidently use words in Portuguese to give thanks to each other. This contributes to children's understanding about the wider world and the use of different languages.
• Parent partnership is effective. Parents compliment the nursery on their professional and caring manner. Parents state that the nursery has become 'part of their family'. Lines of communication are strong, and staff ensure they meet regularly with parents to discuss their children's progress.
• Staff are well supported by the passionate and knowledgeable manager. The manager supports the mental well-being of all staff. Regular supervisions and ongoing meetings ensure that staff feel happy and secure in their role and have opportunities to continue their professional development.

What the setting must and should do next

The provider should:

• encourage and support children to try and complete more tasks for themselves and develop their independence skills even further.