Triangle Nurseries Ltd

What is it like to attend this early years setting?

Staff welcome children and parents warmly on arrival. Children happily enter the setting and confidently engage in play. Staff share photos and information about themselves with parents to help children get to know them before they join the setting. This helps children feel safe and secure, which supports their transition from home. Staff have high expectations for behaviour and are good role models. They promote positive behaviour. Children receive cuddles and responsive care from staff who know them well and meet their individual needs.

Since the last inspection, leaders have worked with staff to develop a new curriculum, with a focus on communication and language. Staff interact with children as they play and sing songs all through the day. They have a clear understanding of what they want children to learn in each room before moving on to the next stage of their education. Babies confidently participate in sensory play with younger peers who are reluctant to explore different textures. Older babies model the joy of playing with play foam, encouraging younger peers to join in. Toddlers and pre-school children enjoy large-scale painting in the garden. They play imaginatively in a mud kitchen, exploring how pasta changes when it is wet. Afterwards, they have fun with bubbles as they wash up the resources. Children with special educational needs and/or disabilities (SEND) make good progress. Staff work in partnership with other professionals to ensure education and health care plans are in place before children start school. This helps to ensure children receive the timely support they need.

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

• The outdoor provision provides challenge for children's physical skills. Children run around, negotiate obstacles, skilfully navigate climbing walls and take calculated risks as they jump off tunnels. However, sometimes, activities that staff plan for older children indoors do not provide challenge or build on what children already know and can do. Although staff identify children's next steps in development, some activities are not sufficiently focussed to raise children's achievements to the highest level.
• Staff complete regular observations and assessments of children's learning and development. This includes communication and language assessments for every child, led by the nursery's 'Time to talk' champions. Staff provide advice and activities to support children's home learning, individually matched to children's interests. Parents talk about the positive impact this has had on their children's development.
• Staff promote a love of books. A doorstep library and a cosy reading retreat in the garden, including animated story times, support this. Babies enjoy looking at their family photo books made by staff. Pre-school children independently choose to look at books. They search for characters hiding in pictures and make up their own stories, confidently reading aloud. However, sometimes, the routine of the day means story time for toddlers is interrupted. When toddlers are engaged in story time, staff call them to have their nappies changed or get ready to go outside.
• Staff work closely with parents. Regular updates ensure parents are kept fully informed of children's learning and next steps in their development. Parents value this communication. They describe how it helps them engage in conversation with children about their learning each day. Furthermore, staff welcome parents into the setting at collection time. This provides an opportunity for them to observe children interacting with their friends and staff.
• Children benefit from various outings in the local community and visitors to the setting, which provide vital learning opportunities to help children learn about the community they live in and the world around them. For example, babies enjoy weekly song and dance sessions. Toddlers enjoy music and singing with a visiting guitarist. Pre-school children visit a local care home. Staff teach children about road safety when out in the community.
• Leaders closely monitor the provision. They complete observations, supervision and appraisals of staff to monitor their ongoing suitability and identify training needs. They hold twice-yearly 'Triangle Together' meetings with parents to help evaluate the provision and identify areas for future development. They have redeveloped the outdoor provision and children's bathrooms following these consultations.
• Children show positive attitudes to their learning and behave well. They confidently show their understanding of why behaviour rules are in place and recognise the impact their behaviour has on others. Children learn to use their manners, share resources and take turns during play. Children develop their independence through everyday tasks and personal care routines. They learn to manage personal hygiene routines, such as washing their hands before meals.

What the setting must and should do next

The provider should:

• consider the timing of care routines to ensure they do not interrupt children when they are engaged in and enjoying story time and song sessions
• focus more closely on the learning intentions for activities with older children to maximise the progress children make in their learning.