Westside Day Nursery Ltd

What is it like to attend this early years setting?

Children develop their independence skills well. They know how to look after themselves, as staff ensure they have ample opportunities to manage tasks independently. For example, children learn how to spread butter during snack time. They assist their friends to put on their coats when they need help. Children are cared for in a stimulating environment. As children arrive, staff greet them warmly and they settle quickly ready to play. Children select their chosen activities from the thoughtfully planned and well-presented resources. When new children feel anxious, staff support them and offer reassurance. This enables them to feel emotionally secure.

Staff implement a curriculum which follows children's interests. They provide a wide range of interesting activities which promote children's enthusiasm for learning. Staff have high expectations for all children, recognising what they need to learn and how to build upon existing skills. Staff accurately identify the next learning goals for children to work towards. Children understand the routine of the day and know about expected behaviours. They learn to share and take turns. They pass pumpkins to their friends and compare their sizes and textures. Staff are good role models. They support children to manage their feelings, which contributes to excellent behaviour.

Members of the leadership team have adapted to the challenges faced due to the COVID-19 pandemic. They ensure that they support all children to continue to make good progress.

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

• The educational programme for children is highly effective. Staff use regular observations to plan a curriculum that supports what children need to learn next. Staff skilfully move activities on to support children's imaginative play. Children delight in hiding under the table. They create a cave and excitedly talk about 'going on a bear hunt' and escaping the rain.
• Staff support children to explore quantities and practise measuring when they follow instructions in the home-made recipe book. Children follow the picture prompts to select the required equipment and ingredients. They take turns stirring the cake mixture. Staff promote mathematical development well, overall. However, they do not always take advantage of the opportunities during everyday activities to extend children's progress further, for example through routine counting.
• Staff extend children's language skills when they play with the bubbles in the garden. They talk about the bubbles floating away, higher and upwards. Children chase the bubbles excitedly, shouting 'I did it' as they pop them. Staff, however, do not always extend language development fully for children who speak English as an additional language. For instance, they do not consistently use repetition to build children's confidence in speaking or consider all ways of introducing words from the child's home language into their curriculum.
• Staff support children to build good habits that contribute to their good health. Children wash their hands without prompting as they move between activities. They learn about oral hygiene following a visit from a dental hygienist. Children know that they should brush their teeth for two minutes. They hum along to the tooth brushing song as staff guide them in brushing their teeth. Children remember to reach to the 'back and the sides'.
• During COVID-19, staff maintained contact with parents and children. Leaders continued to support children who did not attend the setting. They provided ideas for activities and support for parents using online systems and social media. Parents express satisfaction with the care provided by the nursery. They believe their children make good progress as a result of the education and care offered to them.
• Leaders support staff to identify children who require additional support and intervention. They work with parents when they identify children with special educational needs and/or disabilities, and ensure these children continue to make good progress in their development.
• Leaders support staff through effective supervision arrangements. They provide means to access further opportunities for professional development. Staff feel valued and able to seek further guidance to help them in their work.
• Staff adapt transition arrangements for children going to school. For example, they provide a book of the schools children are to attend. This enables children to view the environment and see pictures of their teachers, which helps them to feel excited about the next steps in their learning.

What the setting must and should do next

The provider should:

• help staff to recognise when they can use everyday routines to extend children's mathematical learning, such as counting
• provide opportunities for children who speak English as an additional language to hear and practise speaking in both languages.