The Orchard Day Nursery

What is it like to attend this early years setting?

Children quickly settle on arrival and are happy and eager to engage in activities. They are greeted by caring, attentive and nurturing staff. Children are enthusiastic and leave their parents with ease. They are aware of the high expectations of the staff, who are good role models and speak to the children with respect and kindness. Children show they feel safe and secure, and they comfortably approach staff when needed. Staff praise children as they learn new knowledge and skills.

Staff know the children well. This helps them to plan a curriculum that is theme-based and linked to children's interests. Staff understand the importance of focusing on children's personal, social and emotional development. Children's emotional well-being is a focus throughout the nursery. In addition, staff work to ensure that children access a variety of activities and tasks that will help them to acquire a range of skills in preparation for going to school.

Children show positive attitudes to learning as they choose the activities they want to participate in. They demonstrate good behaviours as they interact with their peers and form friendships. Older children invite others to join them as they discover what is in the sand. Younger children enjoy counting how many dinosaurs they can knock over.

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

• The manager has successfully met the actions set at the previous inspection. She has worked closely with other partners to devise and implement an action plan. For example, staff have attended a range of training to enhance their knowledge and skills.
• Children receive a curriculum that focuses on their learning and development needs. Staff demonstrate an understanding of individual children's needs and next steps in their learning. However, this knowledge is not consistently incorporated into the curriculum as effectively to support each child's development.
• Staff support children's communication and language skills effectively. For example, staff regularly read stories, use props and sing songs with the children. They use pictures that help children to understand the meaning of new words. They introduce new words, such as 'splash' and 'scrub' to extend babies' language. Older children enjoy exploring sounds to enhance their listening skills.
• Staff support children to develop their understanding of mathematics well. They encourage children to learn about quantity as they ask them to take 'two circles for the eyes' or two pieces of fruit at snack. Staff incorporate counting into everyday activities and encourage children to describe the shapes they have. For example, children eagerly describe the shape their toy car is driving on.
• Children with special educational needs and/or disabilities are quickly identified. Staff liaise with parents and refer to other professionals appropriately. They are responsive to the children's needs and adapt the environment effectively to meet their individual needs.
• Children are provided with ample opportunities to be physically active and have daily access to the well-resourced garden. They develop their physical skills well as they enjoy weekly dance, singing and music sessions. Children confidently climb and balance on apparatus as they manage their own risks. Staff support children to develop their small-muscle skills in preparation for early writing.
• Staff have strong partnerships with parents. Parents say that staff are genuinely interested in and care for children. Staff give parents updates on children's progress in flexible and effective ways. However, staff do not share ideas and suggestions to support children's individual next steps at home.
• The manager and staff are aware of their roles and responsibilities to protect children in their care from harm. Staff regularly undertake child protection training to help them to recognise the signs and symptoms of when a child may be at risk of harm. There is effective security to gain access to the building. Staff perform daily safety checks, covering all areas of the nursery to keep children safe.
• The manager is aware of the strengths and areas for further development of the nursery. Self-evaluation is used well to identify further ways to build on the good practice. The manager supports staff to understand how to improve their practice and provides regular opportunities to listen to staff. Staff feel well supported by the manager.

What the setting must and should do next

The provider should:

• develop the curriculum further to include opportunities to support children's specific learning needs
• support parents to be consistently aware of their children's targeted learning and how this can be promoted at home.