Training Depot Day Nursery

What is it like to attend this early years setting?

Staff consistently provide a calm and nurturing environment. They have children at the heart of their practice and show respect towards them. Staff consistently seek children's consent before supporting hygiene routines such as changing nappies. Children respond positively and show good levels of engagement. Throughout the day, children of all ages mix. This allows children to learn from others as well as providing siblings with the opportunity to see each other. Staff talk of the positive impact this also has on transitions. Children settle in new rooms quicker as they are already aware of the other spaces in the building.

Children demonstrate independence through their day at the nursery as they get their own drinks and lay the table ready for lunch time. The youngest children begin to develop their independence by feeding themselves. When going outdoors, the oldest children demonstrate how they can find their own belongings and put on their coats. This is sequenced well throughout the nursery, as children develop their physical skills and abilities.

Children behave well. They play cooperatively with each other and share with minimal support. Children have a good understanding of staff expectations of them. Staff encourage children to be the helper for the day. This gives them different responsibilities including helping at mealtimes. Children, particularly the oldest, relish in being given this responsibility.

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

• A strong leadership team supports the nursery staff well. The curriculum has a clear focus which looks to build on children's communication and language development. Leaders have high expectations for all children and model good practice to the staff team. However, some staff do not have a clear understanding of the curriculum intent, which means their teaching is not consistently focused on what they want children to learn.
• Staff use children's interests to build on the skills they already have and help them to develop further. For example, when baking, children explore the concept of weight. Staff reintroduce scales and assist the children in measuring out ingredients. Children talk about the ingredients and what numbers they can see on the scales. They talk about whether they need 'more or less' to reach the goal weight needed.
• Children with special educational needs and/or disabilities receive strong support. Staff work closely with parents and other professionals to ensure every child is getting the right level of support. Staff create an inclusive environment, implementing strategies that meet children's individual learning needs. For example, visual timetables are available in each room to support transitions.
• Staff engage and interact with children well. They introduce all children to sign language, particularly children who speak English as an additional language. Children show they can recall this learning as they say 'please' and 'thank you' at mealtimes. Although staff talk to children, they do not always ask questions and use language that matches the abilities and stage of development of the children. At times, staff narrate play to children, exposing them to a rich vocabulary, but this is not always consistently good quality.
• Staff regularly share information with parents about activities children enjoy and their next steps in learning and development. Parents feel well informed and appreciate the guidance they receive on supporting learning at home. Parents are regularly asked for feedback on the nursery.
• Staff say they feel very supported by the management team. They have lots of opportunities to build on their professional development by attending training courses and staff meetings. Staff are happy at the nursery and enjoy embedding new ideas into practice.
• The provider failed to notify Ofsted of a significant change, which is a legal requirement. However, there was no impact on children's safety and welfare, or learning and development. The provider acknowledges this was an oversight and is now fully aware of their duty to notify Ofsted in the future.

What the setting must and should do next

The provider should:

• support all staff to have a clear understanding of the curriculum intent so that their teaching is consistently focused on what they want children to learn
• help staff to raise the quality of their interactions to match the abilities of the children to support communication and language development even further.