Whipper-snappers Daycare Nursery and Kids Club

What is it like to attend this early years setting?

Children are happy and confident in the nursery. They part from their parents and carers with ease and skip to their rooms to join their friends. Older children support younger ones, helping them to access resources and complete tasks. They show kindness and respect towards each other. Children understand the nursery boundaries and follow the routines well. For example, they understand the importance of good handwashing, before sitting down with their friends to enjoy a snack or meal together. Children thoroughly enjoy the nutritious, freshly cooked food and regularly ask for seconds.

Babies have secure relationships with their key person and other staff working in the room. They enjoy cuddles and respond with happy noises and single words to staff's interactions with them. Babies practise their developing walking skills as they toddle around the garden and enjoy sitting with their key person to listen to a story outside. Children make good progress from their starting points. They are supported in their learning by key persons who know them well and plan effectively for their next stages of development.

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

• The management team have worked hard since the last inspection to address the actions raised. They have formed a health and safety committee who look at and address any relevant issues across the nursery. The arrangements for staff supervision have been strengthened to provide leaders with a greater understanding of their training needs, working practices and home life. Staff have completed a wide range of training to help to raise the quality of teaching and learning further.
• Parents spoken to, and those who shared their views in writing, talk about the superb management and staff. They say how happy their children are to attend the nursery. Parents comment that there are effective methods of communication, which allows them to play a full and active role in their children's learning.
• Staff gather detailed information from parents about their children, which enables them to tailor care routines to meet their needs. For example, staff know when babies and younger children are hungry or when they need to sleep.
• Children's literacy skills are effectively promoted throughout the nursery. Staff help children to foster a love of books, providing a wide range in every room. Staff read to the children in a fun and animated way, encouraging them to join in at their favourite parts.
• Children enjoy participating in physical play experiences. For example, they ride bikes around the road track, making sure they stop at the zebra crossing for their friends to walk across the road. They enjoy learning outdoors in all kinds of weather and shriek with excitement when a downpour of rain soaks their clothes.
• Older children are provided with opportunities to guide their own learning and develop their independence. However, younger children have fewer chances to develop this aspect of their learning. For example, creative play resources are stored on a shelf unit that is not always accessible. In addition, younger children have few opportunities to participate in the preparation of snack, pouring their own drinks or serving meals.
• Staff encourage children to play outside throughout the day in one of the enclosed gardens. However, they do not ensure that there are a wide range of opportunities to support children who learn better outdoors.
• During the COVID-19 (coronavirus) pandemic lockdowns, managers stayed in regular contact with all of the families who were not able to attend the nursery. They sent parents ideas for children's learning at home and staff read stories, which were shared by video link. On return to full working, managers and staff have focused on supporting children by building their emotional skills and helping them to feel safe and secure. Managers have supported the staff team, for example with more effective communication, treats and an understanding of their individual circumstances.

What the setting must and should do next

The provider should:

• strengthen opportunities for younger children to develop their independence
• develop the planning of outdoor activities to fully support those children who learn better outside.