Triangle Day Nursery

What is it like to attend this early years setting?

Children arrive happily at the nursery and receive warm welcomes from staff who know them well. Staff use the information they gather from parents effectively. For example, they implement care routines for babies that mirror those from home. Staff support the emotional wellbeing of babies and children well. Children with special educational needs and/or disabilities (SEND) benefit from focussed teaching. Staff use effective methods, such as using visual aids, to help children behave well and understand what is expected of them. Children understand routines from an early stage. For example, older babies cheer when staff bring coats into the room. They look forward to outdoor play.

Staff are ambitious for children. They provide good alternatives when children are not interested in adult-led activities and support them well to engage in learning. For example, children with SEND enjoy smaller group times in the sensory room. Babies are eager to explore. Staff supervise them well as they move around with increasing confidence. Children use the accessible resources well. They make choices about what to do and practice what they learn independently. Staff encourage children's learning at home. For example, they lend parents books to read with children at home.

Children become independent and curious learners. They develop positive social skills and communicate their feelings appropriately. Staff prepare children well for future learning.

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

• Since taking over the nursery, the provider has worked effectively with the recently appointed manager to improve the effectiveness of the nursery. They agree realistic objectives, such as plans to offer forest school activities, and communicate these to staff and parents. The manager maintains links with advisors and other childcare providers to share ideas and embed good practice.
• Staff receive effective support to develop their professional practice. They participate in programmes that help to improve outcomes for children and increase parent engagement in children's learning. Staff show that they understand the manager's curriculum aims. However, they do not yet closely consider how to fully reflect the diverse languages and backgrounds of children in the curriculum.
• The special educational needs coordinator (SENCo) reviews the progress that children with SEND make in their learning. They work effectively with staff, parents and external practitioners to help close gaps in children's learning and review their progress. The SENCo identifies training that deepens staff's understanding of how to support children's language development. Children begin to communicate and interact with others, and staff interpret their needs well.
• Staff teach children well. They plan interesting activities that link to what they want children to learn or remember. For example, staff link creative activities to books that are familiar to children. Staff encourage children to run painted car wheels across paper to make patterns. This helps to support children's early mathematical awareness. Staff promote interactions from an early stage, for example as they play peek-a-boo games with babies.
• Children's health and care needs are met well. Revised menus are now more nutritious. Staff help children to manage their hygiene and health needs. Staff help children to develop their independence and self-care skills. For example, toddlers drink at the 'water station' when thirsty, wipe noses and dispose of tissues. Staff use reward charts to support successful toilet training and provide mirrors to help children brush their teeth correctly.
• Staff provide opportunities for children to move their bodies in a range of ways. Babies gain confidence in their physical abilities as they crawl at speed or pull themselves up to stand. Older children skilfully manoeuvre scooters and wheeled toys. They practise their balance skills and climb on equipment. Staff provide fewer opportunities for younger babies to practise their physical skills outdoors, especially in wet weather.
• Parents appreciate the extended and flexible settling in sessions for children who find it more difficult to separate from them. They appreciate the introduction of technology to provide prompt and informative information about children's personal care and achievements. Parents say that they notice improvements in their child's social skills and behaviour. They trust staff to manage their child's dietary needs well.

What the setting must and should do next

The provider should:

• broaden opportunities for children to recognise and share their backgrounds and languages
• strengthen the curriculum for babies, so that staff plan more regular outdoor activities for those who do not yet walk.