The Willows Day Nursery (Chatteris) Ltd

What is it like to attend this early years setting?

Children are happy and safe. They thrive in the welcoming, calm and caring environment. For instance, babies enjoy a gentle back rub from staff, as they drift off to sleep listening to soothing music. Children settle quickly and build close attachments to staff. Children's emotional well-being is supported exceptionally well. For example, staff share family photo books with young children and cuddle them close as a distraction when they become upset. They notice when children are on their own and facilitate them to join in with others. Children behave well. They understand routines and follow instructions well. Staff model good manners and taking turns. They praise children for sharing and being kind.

Staff provide a sensory-rich environment for children to explore. For example, babies squash slime and glittery water in sensory bags with their hands. Older children create patterns in dough, using a variety of tools and natural materials. Staff engage in children's play and extend their learning. For instance, they demonstrate the pull of magnets and show younger children how to join construction pieces together. Mealtimes are sociable with staff sitting and eating with the children. They chat freely about the foods they eat at home and enjoy second helpings. Children build links with their local community. For example, children regularly visit a local care home where they recently sang Christmas carols to the residents.

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

• Staff focus on supporting children's communication and language well. They provide small group activities to develop children's listening and attention skills. Children engage in action rhymes and listen carefully to stories. Staff encourage children to interact with books by lifting flaps and turning pages. They comment on younger children's actions. Staff name textures as children explore touch and feel books. Staff use sign language, alongside words, with younger children to support their communication.
• Children have plenty of opportunities throughout the day for fresh air and exercise. They enjoy exploring the well-organised outdoor spaces. Children practise pedalling, throwing, catching and digging. Staff set physical challenges. For example, they ask children to consider ways to move through hoops by using large and small jumps.
• Children learn about mathematical concepts. For instance, they learn about shape, space and measure through a variety of experiences, such as baking, puzzles, playing in sand and the mud kitchen. Children enjoy filling and emptying their buckets. This helps them to develop their understanding of weight and volume. Staff encourage children to problem-solve as they find ways to transfer water to different areas of the garden.
• Staff help children to become independent in managing their self-care needs in a variety of ways. For example, babies are shown how to load their spoons and feed themselves at mealtimes. Older children wash their hands prior to snack time and serve themselves a range of healthy food choices. Staff teach children how to chop and slice food and pour themselves milk. Children access tissues to wipe their nose when needed and dress themselves for outdoor play.
• Parents speak very highly of the nursery. They appreciate the lengths the staff go to in order to keep them informed of their children's progress. Parents value the individualised settling-in procedure they are offered. This includes the messages of reassurance they receive from their child's key person when they first attend. Parents comment that their children enjoy their time at the setting. They describe staff as 'welcoming' and 'friendly' and refer to the nursery as a 'second home' to their children.
• The manager values her staff. She focuses on their mental well-being and provides regular opportunities to discuss their workload and concerns through supervisory meetings. In addition, staff attend monthly meetings and share their ideas for improving the provision. Staff say they feel very well supported in their roles. The manager ensures that they have regular opportunities for training based on their professional interests. However, the manager has not sought further ways to help all staff develop a deeper knowledge of teaching and learning in order to raise the quality of their practice further.

What the setting must and should do next

The provider should:

• build on the already good practice and seek further ways to help all staff develop first-rate teaching skills.