Waterloo House Day Nursery Ltd

What is it like to attend this early years setting?

Children separate from their parents happily and are greeted by warm and welcoming staff, settling swiftly. They are happy to explore and learn in this safe environment. Children engage in the activities on offer, which often trigger their curiosity. For example, babies smile and giggle as they enjoy exploring sensory toys. Children form positive attachments with their key persons, which support them to feel secure. Staff encourage children to talk about their feelings. They use a book to help younger children to identify and explore their developing emotions.

Children behave well. They respond well to the positive methods used by staff. Children learn to be kind to each other, wait and take turns. For example, when older children build a tower using construction toys, they take turns to add their pieces. Children use words of praise for each other and show a positive attitude during their play.

Staff encourage children to be increasingly independent. They offer them lots of praise as they try to do things for themselves, building their confidence and sense of responsibility effectively. Children put on their coats and hats ready for outdoor play. They help to set the table and serve themselves food at lunchtime.

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

• Staff obtain detailed information from parents when new children join, to help them to settle in well. They work closely with parents to understand each individual child's likes and needs. Staff keep parents up to date about their child's progress, which enables them to continue children's learning at home.
• All staff understand the importance of encouraging children to develop a love of stories, songs and rhymes. For example, children join in with the repeated lines from the traditional tale of 'The Gingerbread Man'. Children enjoy naming body parts, such as hips and knees, as they dance and sing along to songs. This helps children to explore a range of new words and begin to understand rhythm and rhyme.
• Children who speak English as an additional language are well supported. Staff use vocabulary from children's home languages to help children to gain a good grasp of English.
• Staff support children to learn mathematical concepts. For example, children learn the names of shapes during play activities. Staff provide children with opportunities to explore and write numbers. They help children to count and use mathematical language, such as 'larger' and 'smaller'.
• Partnerships with parents are strong. Managers and staff work hard to support good communication with parents about all aspects of their child's time in the nursery. They assess and evaluate this regularly, making changes and enhancing their effectiveness. Staff communicate successfully with parents through daily chats and messages, as well as through an online app. Parents value the support which staff give them.
• Children with special educational needs and/or disabilities are well supported. The special educational needs and disabilities coordinator is experienced and knowledgeable. She works closely with parents, staff and other professionals to provide children with all the support they need. This helps children to make the best possible progress they can.
• Staff continually observe and assess children's development. Overall, they plan activities well. For example, they introduce children to experiences, such as craft activities. Although children enjoy staff's interactions, staff do not consistently challenge children's learning to build on what they know and can already do.
• Managers have high aspirations for children and staff. As a result, children have access to a stimulating and well-resourced environment. However, children's play is frequently interrupted by changes in the routine. For example, children's choice of free play is sometimes interrupted by staff calling them to another activity. As a result, children are not consistently able to engage in deep concentration.
• Staff benefit from regular supervision meetings, where they can discuss their key children, their general well-being and professional development. The manager monitors staff's practice through observations and uses this to identify any specific training needs that staff might benefit from.

What the setting must and should do next

The provider should:

• continue to support staff to challenge and extend children's learning, to help them to achieve as much as they can
• review the structure and routines of the day to allow children time to consolidate and deepen their knowledge through uninterrupted play.