The Young Ones Ltd

What is it like to attend this early years setting?

Children are happy to arrive at this welcoming nursery and show that they feel safe and secure. They give parents a wave and smile to say goodbye and are greeted by warm and friendly staff. Babies settle well. Some are unsure and stay close to their familiar adult who offers them cuddles for comfort. Others coast around their environment and explore the toys on offer. Older children seek out their friends and play in their preferred areas of the room. They regularly invite staff to play with them and are excited to tell them about what they are doing.

Children are delighted when they hear songs. Children use songs for 'tidy-up time' and for 'music and movement'. They wiggle and giggle as they copy actions to familiar rhymes. Staff spontaneously sing during interactions with children, and this makes children happy. Children play well together. Staff model how children should behave and reinforce these rules. For example, younger children are encouraged to take turns with their toys. Staff tell them whose turn it is now and whose turn it is next. As a result, behaviour is good and older children are considerate towards younger children when engaged in play with them.

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

• Staff support older children to develop their independence. Children put on their own coats and shoes before going into the garden and serve their own lunch at lunchtime. Children are building resilience and try hard to do things on their own. At times however, staff can overdirect activities and not allow time for children to explore them. As a result, children lose interest and miss out on potential learning opportunities to do things in their own way.
• Stories are used effectively to help children develop their skills across different areas of learning. For example, through the story 'We're Going on a Bear Hunt', staff use positional language, such as 'under' and 'on top'. Staff use repetitive story language and read with animated tones which keep children engaged. This helps to develop children's communication and language skills. Children develop their imaginative skills as staff encourage them to pull their trouser legs up to walk through a pretend river.
• Children feel safe in the nursery and are encouraged to think about their feelings and communicate these. Staff show babies a book with a range of emotions in them and talk about what they are. Pre-school children are encouraged to regulate their emotions, talk about how they are feeling and have cuddles when they need them.
• The nursery's special educational needs coordinator (SENCo) is very knowledgeable. She works closely with children and families to ensure that children reach their full potential. Parents praise her for the support they have been given during 'a difficult time'. The SENCo ensures she supports families through the referral process and works well with external professionals to make sure children get the support they need.
• Staff use opportunities during activities to build on what children already know. During a painting activity with daffodils, children compare the flower stalks in length, talking about which one is bigger and which one is smaller. They feel the petals and talk about the texture of them. Staff introduce children to new words, such as 'stem' and 'petals', and discuss what flowers need to grow. Babies dip daffodils in paint and use their hands to explore the paint. Staff provide sponges for those who do not wish to use their hands in the paint.
• Parent partnerships are strong. On the day of inspection, parents were invited to a Mother's Day stay-and-play session. Parents and children were very relaxed in the environment and staff took the opportunity to greet and talk to each family. Parents comment that they are very happy with the nursery and talk about how pleased they are with the progress their children have made. They say 'Love and care being at the heart of the nursery' is what makes the nursery special.

What the setting must and should do next

The provider should:

• allow more opportunities for babies and children to independently explore activities and choose their own way of doing things.