Turtles Day Nursery Limited

What is it like to attend this early years setting?

Children are welcomed into a safe, bright and airy nursery. They enjoy positive relationships with adults who care for them. All staff across the rooms consistently ensure children are happy. Children confidently choose what they would like to play with. This demonstrates that they feel safe and secure. Babies eagerly join in with activities that are presented at a low level. They have opportunities to move their muscles as they crawl through tunnels and pull themselves up on furniture. Toddlers show delight as they run, jump and practise their large-muscle skills in the garden. Older children draw detailed pictures of their family with chalk and excitedly show staff what they have drawn. Children grow in confidence as they develop their physical skills.

Children are confident learners and behave well. For example, they use sign language as they play games and explore picture cards. They listen and wait for their friends to have a go. Children listen and know the routine of the day. For example, they help to tidy up with enthusiasm as they move on to their next activity. Children use good manners and remember to say 'please' and 'thank you'. Staff consistently use praise and encouragement to support children's good behaviour. This motivates children and helps them to understand clear expectations.

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

• The curriculum is ambitious. Children have fun as they make choices about what they would like to do throughout the day. For example, children select toys to play with and songs to sing. Staff provide a good balance of child-initiated and adult-led activities and experiences. The well-sequenced curriculum covers all areas of learning. Staff use effective strategies that help children reach their targets.
• Children take part in a range of stories, rhymes and songs throughout the nursery. Babies cuddle with staff as they explore books. Toddlers enjoy playing with musical instruments as they sing familiar nursery rhymes. Older children enjoy dancing. They join in with the actions and giggle among themselves as they try new moves. This helps children to develop a strong knowledge of stories, songs and rhymes.
• Children learn good hygiene routines and independence skills. For example, older babies drink from cups from an early age. They sit at low-level furniture and attempt to feed themselves. Toddlers try hard to put on their slippers and celebrate their success with staff. Pre-school children learn to follow good hygiene practice. They wipe their own nose and put the tissues in the bin. Staff encourage and praise children, promoting their confidence and self-esteem.
• The management team has a good understanding of what the setting does well and what it needs to improve. Managers conduct regular supervisions and promote staff well-being. However, training to help staff improve their practice is not consistently effective because it is not always sharply focused on individual needs.
• Transitions for children are seamless. Staff share relevant information with local schools. The transition between age groups in the nursery works extremely well. Staff prepare children as they move through the nursery. For instance, toddlers receive kind and nurturing support as they explore the pre-school environment. Staff ensure that all children are familiar with the staff who work there. This helps all children achieve their full potential and prepare them for their next stage of learning, including school.
• Staff help babies and children to develop their communication skills. They talk to babies and encourage them to respond with babble and words. For example, babies copy words and actions that staff use. They experiment with their own sounds as they push mechanical toys. Older children engage in activities, such as making 'silly soup', as part of their literacy development. Staff talk to children about what they are doing and ask relevant questions. However, on occasion, children are not given enough time to answer the questions that staff ask. This means that children do not always have the opportunity to be able to think for themselves.
• Partnership with parents is good. Parents speak highly of the nursery and say their children are happy to attend. Good communication ensures parents know what their children can do and what they will be learning next.

What the setting must and should do next

The provider should:

• enhance professional development opportunities so that staff receive focused and individual support to help improve their practice over time
• provide children with more time to respond to questions and think through their ideas to extend their learning even further.