Wellingtons Day Nursery

What is it like to attend this early years setting?

Children are happy at the nursery. Staff build strong relationships with parents and are kind and nurturing towards children. This helps children to feel safe and secure in their care. Staff use what they know about children's prior learning to decide what they are ready to learn next and plan exciting activities and experiences which include the learning that children need. For example, preschool children are keen and excited to play a game to guess which numbered cup an object is hidden underneath. Staff support children to take a turn while others wait and watch with anticipation. As children count spots and state the number, there are cheers of delight when eventually the object is revealed. This supports children's understanding of mathematical concepts and their turn-taking skills.

Children generally behave well. They listen and respond to the staff's gentle guidance to use their good manners and to be kind to their friends. Staff model positive behaviours, for instance saying, "thank you" to babies when they give them their toys. Children receive lots of praise which helps them to know the behaviour that is expected of them. Children gain the skills and understanding they need to prepare them for their next stage of learning and the eventual move on to school.

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

• The leader who is also the setting manager has designed a well-thought-through curriculum for children's learning. Staff were included in this design which has helped them to understand their intentions for what they want children to learn as they move throughout the nursery.
• Staff gain and use information from parents when children first start about what they know and can do so far to continually build on children's existing learning. They consider children's interests in their plans for activities to engage children in play and learning.
• Communication and language is promoted well for all children, including those in need of additional support. Staff use support programmes which help them focus their verbal interactions effectively and help children practice their speaking skills. As a result, children make positive improvements from their starting points.
• Children enjoy listening to and contributing their ideas to stories. For example, pre-school children decide the sequence of a story from a selection of picture cards. Staff use their skills to ask open questions while children create their own story together about what they see in these pictures. They discuss using sand to build a volcano and what could happen next.
• Children develop their physical skills in a range of ways. For example, they use equipment to climb and slide in the outdoor spaces and visit the local amenities and parks to use their equipment. This helps to strengthen their coordination and balance. Children develop the smaller muscles in their hands in various ways, as they manipulate dough and use their fingers to grip a range of mark-making tools.
• Independence is promoted generally well. For example, children learn to dress themselves and hang up their coats. However, there is scope to further increase the opportunities for children to practise and manage tasks for themselves at the earliest stage they are capable of, such as their personal care and at mealtimes.
• Children are eager to join in activities with staff and with their friends and engage well for lengths of time. However, at times during routines, particularly before lunch, when children are not engaged in play, some children become restless which impacts their behaviour.
• The manager ensures that staff receive the support and training they need to fulfil their duties effectively. She is proactive and takes the necessary steps to guide and monitor staff practice to ensure this effectively contributes towards keeping children safe in the setting.
• Parents are happy with the nursery. They say their children are happy and excited to attend. Parents speak positively about how friendly and approachable the staff and managers are. They are happy with the information they receive about their child's care and learning.

What the setting must and should do next

The provider should:

• provide further opportunities for children to develop independence at the earliest stage that they are capable
• review and improve some routine parts of the day to help children remain engaged in more purposeful play and learning.