Withernsea Day Nursery

What is it like to attend this early years setting?

Children enjoy their time at this exciting nursery. They thrive as they participate in engaging activities and are keen to explore the environment. Children enjoy trips out in the community to the library, beach and fire station. Staff use the seaside location to teach children about the lighthouse, introducing beach safety to the curriculum.

Staff are extremely caring and support younger children to develop close bonds with their key workers. Babies are reassured as different people enter the room. They are held close as they settle to sleep, and their routines are closely followed. Although young children are new to the setting, staff have already developed an awareness of their individual preferences and interests. This helps children to feel secure and settle quickly. Staff anticipate children's needs by following their cues and body language.

Staff move quickly to follow children's interests and independent play. They notice how water play develops into transporting water in vessels and washing the outdoor toys. They provide resources to extend children's learning. Activities are skilfully adapted to ensure all children can fully participate according to their abilities and stage of development. Children invite staff into their imaginative play. They instruct staff on the roles they should play and how to use their imaginations as they 'pretend'.

Children behave well. Staff encourage them to act with empathy towards their peers. Staff are positive role models. They praise children for being kind and for the use of good manners. They use warm and caring interactions.

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

• Managers and staff have a clear intent for children's learning. The curriculum builds on what children know and can do. Staff focus on children's language development and developing independence skills ready for the next stage in their learning. The manager makes good use of training to develop staff's knowledge and skills. Staff use development plans to ensure they continuously monitor children's progress.
• Staff react to individual children's physical development needs. Younger children are encouraged to become more mobile as they crawl around the floor reaching for their favourite toys. Staff support them to stand and strengthen their leg muscles. Older children can stomp and jump in puddles they create in the outdoor area. They practise their fine motor skills as they paint and draw. Babies use twigs and make marks in the sand with encouragement from staff.
• Staff enable children to develop their language skills well. Babies are encouraged to babble and repeat words and become aware of noises in the environment. Staff sing as they go about the routine of the day and echo children's words. Children are entranced as they move to the tunes and bob on their bottoms. Older children demonstrate they can follow staff's instructions and engage in interesting conversations. Staff extend children's language as they introduce new vocabulary. They talk about the magnifying glasses and the sprinkling of the sand through their fingers.
• Staff ensure children are cared for in a safe environment. They explain to children about not putting things in their mouth and what might happen. They ensure the outdoor area is clean with no evident risks be children go outside. Staff give clear explanations to enable children to understand risks and how to keep themselves safe. Staff's understanding of safeguarding is up to date. They work with safeguarding colleagues to ensure all children are protected.
• Staff teach children about growing and nature. They plant tomatoes and wildflower seeds. However, discussions relating to the environment and healthy life choices are not followed through when children have their packed lunches. Although staff work with parents to encourage the provision of healthy food, staff do not routinely enter into discussions with children about healthy options and treats to develop their understanding further.
• Children's independence is supported as they wash their own hands and open their packed lunches where able. They obtain their own comforters ready for sleep. Staff ensure they have the necessary skills to enable them to transition on to school.
• The special educational needs coordinator supports children and other staff well to ensure any additional support required for children is acted on swiftly. They engage support from other professionals and put in place proven strategies to ensure children can develop to their full potential.
• Relationships with parents are strong. Staff use an online application for the sharing and gathering of information. Staff document the progress children are making and ensure parents are aware of the areas to be focused on to promote development further. Parents are invited into the nursery to participate in activities with their children. They feel able to approach staff should they have any concerns or need support.

What the setting must and should do next

The provider should:

• promote children's understanding of healthy eating to improve their knowledge and develop healthy habits.