The Stables Day Nursery Monton Ltd

What is it like to attend this early years setting?

There are squeals of joy when children greet their friends at this setting. Babies smile as they hold their arms out to their key person. Managers and staff have prepared an ambitious learning environment, both indoors and out. Babies enjoy close contact with their key person, reaching to touch their face or crawl onto their lap. Furniture is provided to give babies opportunities to pull themselves up to standing. They clap their hands before plopping back down on the floor. Babies progress to use ramps to crawl up and over. Toddlers are delighted to go through tunnels and under bridges. They develop spatial awareness as they move around. Pre-school children use large blocks to build. They develop their large-muscle skills and hand-eye coordination as they pick up and carefully balance blocks with precision. Children, including children with special educational needs and/or disabilities (SEND), make good progress.

Children enjoy a healthy diet, and they discuss their snack with staff. They learn about foods that give them energy. Hygiene routines are in place and are followed consistently, and children increasingly manage self-help tasks independently. Pre-school children play confidently with their friends. They use lovely manners as they ask friends to share items with them. Staff role model how to share and care. Behaviour is good. Children have a wonderful time at this safe and stimulating setting.

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

• Managers have a clear vision for the setting, and they work hard to help staff share this vision. Following recent staff changes, managers have rolled out a new supervision and appraisal system. This gives managers the opportunity to focus their support, allowing staff to build their knowledge of the setting's values and practice.
• Overall, staff access appropriate training. However, some staff do not consistently implement their learning when supporting children. For example, new resources are purchased, but staff are not clear on how these can be used to support children's learning. The impact of training is not always seen in outcomes for children.
• Children are engaged in learning, and they show an increasing ability to manage their own feelings and regulate their behaviour. Children can be seen working together and sharing resources. All staff reassure and support children through good role modelling and conversation. Children's behaviour is good.
• Books, rhymes and stories are used well to develop a love of books and to support children's speech and language. Staff consistently interact with children and model language. However, new and descriptive words are not consistently offered. This does not help children to build a wider vocabulary.
• Routines are well planned. Sleep routines are especially well thought out. For example, young babies are prepared for nap time by the lights being dimmed and soft music being played. Older children prepare their beds with blankets. Children are eager and motivated to be fully involved in all parts of the routine. Sleeping children are carefully monitored. This helps to keep children safe.
• Learning is cleverly threaded into all activities by staff. For example, children help prepare for mealtimes by setting up the tables. They count the number of children to make sure they have enough plates, cups and chairs. Children consider the space needed and move chairs so everyone has enough space. Learning is meaningful, and children develop good independence skills.
• Staff know children incredibly well, and they carefully plan children's next steps. Staff identify gaps in learning quickly. Managers are consistent and persistent in getting swift and appropriate support for children, where needed. Work with parents and other professionals is strong. Children, including those with SEND, make good progress.
• Parents comment on the good partnerships they have with the staff. They are confident their children are happy, safe and settled and that they are developing well. Where children have allergies, parents comment positively on the processes to ensure their child's allergy and nutrition needs are met. This helps to keep children safe.

What the setting must and should do next

The provider should:

• focus sharply on what staff are learning in training so the impact of training is felt on the outcomes for children
• consider ways to offer new and descriptive words to children to extend their vocabulary.