The Willows Day Nursery

What is it like to attend this early years setting?

Children are becoming confident communicators. From a young age, staff focus their teaching on children's growing use of language and communication development. Singing and reading stories feature frequently in the daily routine for all ages. Babies are supported by staff to take turns in choosing a prop that represents a song. They confidently finish the end of sentences, singing 'quack, quack, quack', showing clarity in their pronunciation. Toddlers recall their prior learning as staff read familiar books. They remember that their pet caterpillar was 'spiky'. Pre-school children independently recite well-known fairy tales while making characters with dough and using puppets to retell the story. Through staff's well-planned activities, children build a rich and varied vocabulary of new and exciting words.

Staff are clear about what they are teaching and why. Children practise and build on their skills. Their learning develops over time and becomes securely embedded. This is seen through the setting's physical development curriculum. With supervision, babies steady their movements and strengthen their muscles through climbing. As children get older, they refine their coordination further and start to develop hand dexterity. Toddlers thread bobbins onto pipe cleaners. At first, they need some instruction and hand-over-hand guidance. Staff demonstrate and repeat how they should push and pull the pipe cleaner through the hole. Soon after, children celebrate their achievement as they succeed on their own. These activities are preparing children for when they need to hold and control a pencil for writing.

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

• The manager has ensured that the action set at the last inspection has been met. Staff implement robust risk assessment processes. They quickly identify and address potential hazards. Children play in safe and suitable spaces, both indoors and outdoors.
• Staff have created a list of '50 top learning experiences' that they want all children to become involved in during their time at the setting. Through these activities, staff broaden children's knowledge and understanding about the world around them. For example, children ride on a bus; they visit a local café, and they try pond dipping.
• Children's behaviour is supported well by staff. For children who need it, staff create individual behaviour plans and share these with parents so that there is a consistent approach between the setting and home. During group games, staff teach children the concepts of sharing and turn taking. Children are learning how to calm themselves, when needed, by practising breathing exercises and yoga.
• Staff successfully teach children how they can look after their bodies and stay healthy. At mealtimes, staff and pre-school children discuss the sugars in different foods and drinks. Staff link this topic to the importance of oral hygiene, and children demonstrate their knowledge by explaining why they must clean their teeth for two minutes.
• Staff swiftly adapt the daily routine for children who need tailored care to meet their health needs. Parents comment that staff are very accommodating, and they feel safe leaving their children at the setting. However, a recent change in staffing has meant that some children with special educational needs and/or disabilities (SEND) have experienced a slight pause in accessing the external services they need.
• Staff are preparing children well for their next stages of education. Children are growing in independence and becoming more responsible. Staff encourage children to serve their own food and then clear away their own plates and cups after lunch. Children know they must help to tidy away at the end of their play. They are helping staff to maintain a well-organised setting.
• Staff use a variety of focused group times and child-led play to teach children what they want them to know and learn. Generally, children benefit greatly from the learning opportunities offered to them. However, on occasion, some children are less engaged in focused group learning because staff have not fully considered environmental factors. For example, activities focusing on children's listening and attention skills are sometimes taught in loud and busy spaces.
• The manager supports staff's continued professional development well. She works closely with the local authority so that staff can access current and relevant training opportunities. A robust performance management system is in place, which promotes staff's well-being and practice.

What the setting must and should do next

The provider should:

• act swiftly, and communicate effectively with parents and external services, so that children with emerging SEND are supported without delay
• adapt the organisation of group learning times so that all children get the most from the planned learning experience.