Thorley Day Nursery

What is it like to attend this early years setting?

Children within this homely setting benefit from staff who are passionate about providing quality early learning opportunities. They are well cared for by the nurturing and friendly staff, who know them well. Staff observe children as they play and evaluate their observations. This supports them to identify where children are in their learning and what they need to do to promote their continuing progress. Staff plan and provide a wide range of activities that support children across all areas of learning. The curriculum is based on children's interests. It builds on what they know and what they need to learn next. Children are happy, highly engaged and show confidence safely navigating between activities and experiences.

Children have positive attitudes to learning. They play imaginatively with the quality resources that staff make available to them. Babies joyfully explore home-made food paint and water using all their senses. They move their bodies to make large marks. They discover the textures and smells of the materials they encounter. Older children use their imagination when painting on containers and egg boxes. They choose their favourite colour and try to work out what new colours they can invent by mixing them.

Staff are attentive and aware of all children's needs. Babies seek out staff for reassurance when they need it and enjoy cuddles with them. Staff are aware of non-verbal cues babies use to request 'more' at snack time and recognise when they need a sleep. Older children are confident to share their thoughts and feelings with staff. For example, they state that they are tired and ask if they can have a sleep. Staff respond to children's requests and value their choices. Children's behaviour is very good. Staff remind them to use good manners. The staff model respectful behaviour. This helps children to learn to be polite and respectful to others.

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

• Children have daily opportunities to be physically active. They practise their physical skills as they learn to run and climb in the large outdoor area. Staff encourage children to think carefully as they learn to take and manage risks as they play. Younger children learn to balance on the climbing frame safely. Older children develop their gross motor skills. For example, they use hockey sticks to hit small balls. These activities help children to develop skills of climbing, balancing, and negotiating space.
• Staff teach children different mathematical concepts through a range of daily activities, such as counting cups on tables at mealtimes. They carefully measure each other using measuring tapes and talk about the numbers. This helps children to understand quantity and size by using mathematical vocabulary.
• Staff read to children with animation and enthusiasm. They captivate children's attention throughout the story. Staff read with different tones and voices. They also act out the story, rubbing their tummy and making noises to represent the frog sound. Books are freely available. Children develop a love of books and increase their vocabulary.
• Staff promote children's independence and healthy eating. Younger children finger feed at snack times and older children serve their own food. Staff praise them for having a go. When children achieve, they beam with pride. At mealtimes, older children can choose what they eat. Staff consistently use this time to teach children how to select foods or why certain foods are better for them than others. This means children consistently learn how to make healthy choices.
• All staff help children to gain a good understanding of other peoples' similarities and differences, outside of their own communities and experiences. This includes different languages and traditions of other countries. For example, they explore how festivals are celebrated. Staff bring in objects from other countries to show children and talk to them about the objects.
• The manager provides good support to the staff team through regular individual meetings. Staff speak positively about their roles and enjoy working at the setting. The manager targets professional development to help all staff implement the planned curriculum, however, this is not yet reflected in the consistency of teaching.
• There is constant communication with parents about their children's time in the setting and the progress they are making. Parents appreciate the help and support they receive. They feel that staff regularly go above and beyond what is expected of them and that their children are happy and well cared for.

What the setting must and should do next

The provider should:

• focus professional development opportunities more precisely to develop all staff's knowledge and understanding of teaching and learning.