United Kids

What is it like to attend this early years setting?

Children are content in this welcoming, inclusive nursery. They arrive eager to start their day. They develop strong bonds with the gentle, caring staff. Babies demonstrate they feel secure as they confidently snuggle up to staff. Children are kind and respectful to each other. For example, at snack time, a child notices another child has eaten their fruit salad and asks, 'excuse me, would you like some more?' then offers them the fruit bowl. Children develop their independence. Older children manage their own personal care. They serve themselves food and pour their own drinks. Babies learn to feed themselves. Children develop a good knowledge of personal hygiene. For example, they know they need to wash their hands before they eat.

Children confidently explore the nursery garden. They find worms as they dig. They develop mathematical skills as they search for different-sized worms. Staff provide children with many opportunities to develop their physical skills. Children strengthen their leg muscles as they push themselves around on wheeled toys. They bend, stoop and chase bubbles. Babies learn to pull up, cruise and walk around placed toys and furniture.

Children make good progress from their starting points, including those with special educational needs and/or disabilities (SEND). Children develop positive attitudes towards their learning and make good progress.

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

• The manager has devised a well-sequenced curriculum that covers all areas of learning and is based on what children need to learn next and what they are interested in.
• Staff benefit from a range of training opportunities to support their professional practice and to help to promote children's learning. For instance, some staff have recently completed training focused on literacy. However, the manager has not yet considered ways to monitor and assess the impact of staff training on children's learning.
• Parents say that their communication with the manager and staff is very good. They comment on how approachable everyone is. Parents comment on the good progress their children make during their time in the nursery. They value the guidance and ideas that staff give them to help them to extend their children's learning at home.
• The manager involves staff, parents and children in her evaluation of the nursery. Following a suggestion from parents, staff plan more opportunities for children to enjoy trips outside of the nursery to help to broaden children's understanding of their local community.
• Staff know children well. They make regular observations and assessments of children's learning during play and routines. Overall, they use this information well to plan activities and experiences that link to children's learning needs and current interests. However, staff do not always adapt group activities to take account of the different ages and abilities of children in the groups. For example, at times, older children do not receive enough challenge and, occasionally, these activities do not match the learning needs of younger children. This does not encourage children to participate fully and help to extend their learning.
• Children with SEND are supported well. Staff work closely with external professionals to ensure children with SEND make the progress they are capable of.
• Staff promote children's language and communication skills well. Those working with babies enthusiastically acknowledge babies' babbles and their efforts to communicate. This helps babies to learn their sounds are valued and important. Two-year-old children engage in their favourite stories. They learn new words and repeat familiar phrases. Older children are confident communicators who ask questions and share their ideas and opinions.
• Throughout the nursery, staff successfully encourage children to learn to count and recognise shapes and numbers.
• Staff support children to learn about healthy lifestyles, including the positive effects of exercise and healthy foods on their bodies. They also learn about the benefits of good oral health and how to maintain effective dental routines at home. In addition, staff also provide information and guidance for parents about how to access dental provision.
• Staff have high expectations for children's behaviour. Children receive lots of praise and encouragement which promotes their confidence and self-esteem. Staff teach children to use good manners, share and take turns. Children behave well.

What the setting must and should do next

The provider should:

• focus professional development more effectively and monitor the effectiveness of training on children's learning and development
• help staff to adapt teaching during mixed-group activities to fully extend children's learning.