Umbrella House Day Nursery

What is it like to attend this early years setting?

Staff create a relaxed atmosphere for children at this nursery. They promote opportunities for children to be themselves, take risks and explore in a safe space. Children are relaxed and happy. Staff focus on children's individual personalities and support them to develop their self-identity. Staff build strong relationships with children. As a result, children thrive, they are excited to join in with the wide range of activities at the nursery.

Staff promote children's listening skills well. They support children to understand the rules and expectations of the nursery. Staff reinforce their expectations of children's behaviour. They role model being kind and sharing with others. Staff support children to develop high levels of independence and self-care. As a result, children are happy to play with their friends and share their achievements. Children behave well.

Staff plan a variety of challenging new activities for children to try. For example, children enjoy digging, planting, and growing their own herbs and vegetables in the garden. Children learn about the world around them. All children, including disadvantaged children and those with special educational needs and/or disabilities, make good progress in their learning. All staff get to know individual children well. Staff identify the individual next steps that children need to make to reach their milestones. As a result, children feel challenged and successful in their learning.

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

• Leaders and staff share a vision for children's learning that focuses on children's sense of self. They want children to express themselves, celebrate their unique backgrounds and feel confident. Leaders share this vision successfully with all staff. All staff are able to talk about what individual children need to learn. Children develop their own talents and interests as they explore the nursery.
• Staff plan focused activities that the children enjoy. However, on occasion staff do not always consider the individual needs of children closely enough. For example, staff do not always adapt their planning to challenge children who complete tasks quickly. On occasion, some children are not able to engage in learning at the highest levels.
• Leaders and staff consider the individual next steps that children need to take. They carry out regular assessments of children's learning to identify any gaps. Staff sequence children's learning effectively. Where children have special educational needs and/or disabilities (SEND), they work with external partners successfully to promote children's learning. All children, including those with SEND, reach their developmental milestones.
• Staff support children's communication and language skills well. However, on occasion staff step in too quickly to help children. For example, staff do not always wait long enough before giving children the answer to questions. As a result, on occasion children are not able to develop their fluency at the highest levels.
• Parents are happy with the care that children receive. They report that the close relationships they develop with staff at the nursery help their children to feel secure and safe. Parents say that the information they receive from staff helps them to extend their children's learning at home. In particular, parents suggest that children gain confidence in building relationships with others.
• Leaders are reflective of their practice. They regularly arrange continuous professional development opportunities for all staff. Leaders ensure that these are linked to staff's individual interests and needs. As a result, the quality of teaching continues to build over time.
• Leaders and staff promote children's physical health well. They teach children how to play outside and use natural materials. Staff plan opportunities for all children to spend time outside in the fresh air. Children enjoy taking appropriate risks in their play as they climb, run, and ride on wheeled toys. As a result, all children develop good physical skills and build resilience.
• Leaders and staff understand that it is important for children to learn about other people. They plan opportunities for children to spend time in the local community as well as welcoming visitors into the nursery on a regular basis. These experiences support children to develop high levels of confidence. Children learn to understand and respect both themselves and other people.

What the setting must and should do next

The provider should:

• develop further the planning of focused activities to support all children to engage in their learning at the highest levels
• build on existing good practice to support all children to gain fluency at the highest levels.