The Wigwam Day Nursery

What is it like to attend this early years setting?

Children arrive confidently and show an eagerness to start their busy day at this very welcoming nursery. Leaders and staff create a stimulating learning environment and interact positively with children. This helps to motivate children to make choices in their play. For example, babies eagerly point to a display of their family photographs and staff name each member they see. Toddlers practise and master how to use a range of tools to cut and shape play-dough. Pre-school children handle knives safely and follow instructions well to cut fruit at snack time. All children make good progress across the nursery.

Staff quickly foster loving relationships with children, showing care and compassion. They give consistent behaviour reminders. For instance, staff encourage children to be kind and gentle when sharing their toys to minimise any minor disputes. Staff generously praise all children for their individual efforts and achievements. This supports children's self-esteem and willingness to work towards successful outcomes. Staff promote children's self-care skills. For example, older babies recognise their own shoes and try to put them on. Toddlers pour their own drinks of water. Pre-school children confidently apply different techniques to put on their coats.

Staff support children's acquisition of language well. For instance, babies and toddlers learn to link their actions to new vocabulary they hear, such as 'pat, pat' as they tap a bucket of sand. Older children attempt to form longer, more detailed sentences. For instance, they talk proudly with their friends and staff about their home experiences and compare how different or similar they may be.

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

• Leaders and staff design a varied and ambitious curriculum based on children's interests, ages and seasonal events. For example, across the nursery, staff implement activities to raise children's awareness of Holi, the Indian festival of colours. Babies and toddlers experience throwing different coloured paints, similar to what happens during the celebration. Pre-school children watch video clips and share information books about how Indian people celebrate Holi. They compare these traditions to their own and their friend's cultural festivals.
• Leaders and staff effectively promote children's understanding of the wider world. They work hard to form positive links in the community. Children thoroughly enjoy the variety of outings in the local area. This includes a bus ride to the library, where they sing songs and choose books to share at the nursery. Children also have an opportunity to frequently visit a care home for the elderly. They listen attentively to the resident's stories. During these trips, children's social skills also develop.
• The manager is a dedicated leader who is passionate about providing the highest quality of education and care. She undertakes research to further her knowledge in support of children. Staff feel extremely valued by the manager and directors. As a cohesive team, they attend regular training opportunities together, such as learning a variety of strategies to further support children with special educational needs and/or disabilities. This shared approach has a positive impact on children's development.
• Leaders regularly evaluate the effectiveness of the provision on offer, as well as celebrate its successes with children, staff and parents. The nursery manager observes staff's practice regularly and provides constructive feedback to help them improve. This helps to identify any training needs, such as further enhancing the curriculum by singing new songs. However, the manager is yet to effectively support pre-school staff to plan and organise adult-led activities more precisely. For instance, sometimes, during group activities, staff readily respond to the more confident children who quickly call out answers. This then leads to the less confident ones losing interest and concentration.
• At times, staff help to develop children's awareness of making healthy food choices, such as telling them that eating fruit is good for them. They remind children to wash their hands at appropriate times. Staff encourage physical exercise outdoors, such as balancing on low planks and climbing large equipment. However, staff do not always extend children's understanding of why it is importance to adopt these healthy lifestyle routines or how these impact their bodies in a positive way.
• Leaders and staff work hard to form trusted partnerships with parents. They keep parents fully informed about their child's day and ongoing progress in many ways. Staff encourage parents to offer ideas and suggestions to enhance children's learning experiences. Parents comment on leaders taking on board their ideas, such as organising 'stay and play' sessions. This helps to develop a shared understanding of ways to promote children's continual learning at home.

What the setting must and should do next

The provider should:

• review and improve the planning and organisation of adult-led activities to build more precisely on the knowledge and skills of all children taking part
• support staff to more consistently identify opportunities to broaden and extend children's understanding of the benefits of leading a healthy lifestyle.