Tubbies Day Nursery

What is it like to attend this early years setting?

Staff greet children at the door when they arrive at the nursery. They are caring and attentive and help children to leave their parents and join other children to engage in learning. Children behave well because staff set clear expectations for their behaviour and encourage them to share and take turns when playing with friends. Relationships between staff and children are warm and caring. All children, including those with special educational needs and/or disabilities, make progress because staff focus the educational programme on the children's next steps in learning.

The daily routines support children to develop their confidence. Staff use visual images to help support children's understanding of what is happening next, where needed. For example, during a group activity, staff show children picture cards which depict the nursery rhymes they will be singing. Children enjoy returning to the cards throughout the day and showing these to staff so that they can sing them together. Staff use displays to share photos of the activities children enjoy at the nursery. They make notes of the words children say and display these so that they can reflect back on these with the children when talking about what they have learned.

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

• Staff support children's physical health by ensuring that they spend time engaging in physical activity outside. Children are encouraged to develop their awareness of their own abilities as they climb on the equipment and ride on bicycles and scooters independently. Leaders explain they have plans to further develop the outside learning environment to ensure that children have access to all areas of learning outside as well as indoors.
• Daily checks of the environment are carried out by staff. However, on occasions, some staff overlook potential hazards in the garden, such as a damaged bicycle. When alerted to this, the manager and deputy manager act promptly to remove this risk, which demonstrates a positive attitude to promoting children's safety.
• Children have access to fruit and water when they have snack. Staff talk to children about the shape and taste of the fruit as they are eating. Staff remind children to wash their hands. They sing songs with children as they do, to make sure that they wash them thoroughly. They teach children about the importance of looking after their teeth and eating healthy food. Staff are alert to any allergies and medical needs children may have and systems are in place to manage these effectively.
• Children's developing language and communication skills are generally well supported by staff. However, at times, they act too quickly to move children on to the next activity, rather than allowing children time to communicate what they want to do. Leaders identify this as an area for further development. They model how to improve children's developing communication skills effectively to staff. They model how to take a lead from the children, building sentences around the single words they are saying.
• Parents say that they are happy with the nursery. Staff plan regular opportunities for parents to come in and spend time with their children. For example, parents were invited to come in and read stories with the children for World Book Day. Staff prioritise communication with parents so that they feel well informed about their child and understand how they can support their learning at home.
• Leaders ensure that all staff, including apprentices, receive regular training and supervision so that they feel supported in their role. The manager works closely with the local authority to access support and guidance when needed. There are good relationships with local primary schools to support children's transition to the next stage in their learning journey.

What the setting must and should do next

The provider should:

• support staff to fully implement the risk assessment process to ensure that any potential risks are quickly identified and addressed
• support staff to further develop their skills to follow the child's lead when they are expressing their wants rather than moving them quickly on to something they have planned.