Upton Day Nursery Ltd

What is it like to attend this early years setting?

Children are happy and settled at this warm and friendly nursery. They have built excellent relationships with the nursery's caring and attentive staff. Children confidently say goodbye to their parents as they go off to their nursery rooms for the day. Children are very welcoming to visitors. They behave well and display good manners. For example, they pull out a chair for the inspector to sit on and consistently use 'please' and 'thank you' to each other and the staff.

Children are confident in their physical development. They have lots of opportunities to develop their skills. For example, younger children crawl through tunnels that staff have designed to meet their interests. Older children use their gross motor skills to climb over the bridge in the garden. The inclusive nursery helps children to learn about the diverse world. For example, during carpet time, staff discuss with children similarities and differences, such as how some people wear glasses to help their eyesight.

There is a strong community feel at this nursery. Parents are confident in seeking support from staff when required. The nursery provides a toy library for families to donate and swap used toys. This helps to provide families with resources to engage in home learning and play with their children.

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

• Overall, children access a broad curriculum that covers the seven areas of learning. Staff use their knowledge and the interests of the children to plan fun and exciting activities. However, not all staff are aware of the learning intentions for the activities they set out. As a result, children's learning is not always sequenced to build on what they already know and can do.
• Provision for children with special educational needs and/or disabilities (SEND) is a real strength of the nursery. The dedicated person responsible for children with SEND works closely with other professionals to support children in the nursery. They also use extra funding to provide additional sessions and one-to-one support. Consequently, children with SEND are making good progress.
• Children's independence skills are developed through the opportunities the nursery staff provide. Children help to serve their own lunch and are encouraged to blow their own noses. However, staff do not help children to understand the importance of hygiene. For example, children share toothbrushes in the role play area and are not directed to wash their hands after blowing their own noses. As a result, children are at increased risk of catching and spreading germs.
• The experienced nursery manager is a good role model to the nursery staff. She spends time observing staff practice and identifying any training needs to support their professional development. Staff are supported well through the nursery's supervision system where they have opportunities to discuss any problems or concerns. This helps to support their well-being.
• Staff promote children's communication and language development well. Children confidently wander around the nursery singing familiar songs as they play. There are many opportunities for children to access books and staff enjoy reading to children. Most staff are trained to screen children's communication and language development. As a result, they are able to assess children regularly. This helps staff to swiftly identify any emerging needs and provide intervention at the earliest opportunity.
• The nursery manager and staff have good relationships with parents. Parents are happy with the care provided and speak highly of the staff team. They describe the nursery as 'like a second family.' Staff encourage home learning with parents and share ideas. This helps parents to support children's development at home.
• Staff are caring and respond to babies and children quickly. For example, when babies are tired or become upset, staff know how to respond to soothe them. Children's emotional needs are met.
• Staff provide opportunities through play to support mathematical skills. For example, when children are cutting up pictures to stick on their paper, staff count the pictures with them. Furthermore, children confidently arrange large jigsaw pieces into the correctly shaped spaces. Children's mathematical skills are well supported.

What the setting must and should do next

The provider should:

• improve staff's knowledge on the curriculum intent to strengthen the quality of education further
• implement good hygiene practices and support children to understand how to keep themselves healthy.