WMB Born2reign Day Nursery

What is it like to attend this early years setting?

Children are dropped off and picked up from friendly staff at the nursery door. This is a measure that leaders put in place in response to the COVID-19 pandemic to help to promote children's good health. Children happily enter the nursery and are excited to see staff and their friends. Younger children go to staff for reassuring cuddles when they are unsettled or tired. This shows that children feel secure and safe with staff.

Staff have high expectations for children's behaviour. Therefore, children behave well. They share and take turns with their friends. Children follow the nursery rules, such as being kind and walking inside. Children excitedly join the different activities that staff plan for them. For example, babies enjoy exploring in the water. They have fun splashing the water and playing with sponges and rubber ducks. Older children enjoy decorating a large box with different resources, such as sticks and feathers. Children explore whether the sticks or feathers are heavier by experimenting with how much glue each takes to stick to the box. This supports children to develop their mathematical skills. Children are making good progress across the seven areas of learning.

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

• Leaders and staff have a clear idea of what they want children to learn next. They plan activities that help children build on what they already know and can do. For example, children listen to 'The Hungry Caterpillar' book before matching pictures of the fruits that feature in the story with real fruit. However, at times, some activities can be a little rigid in focus. Staff often encourage children to follow their lead. Therefore, children who want to take their learning in a different direction are not always given the same support to test out their own ideas.
• Children enjoy independently looking at books. They also delight in listening to staff read familiar stories to them. Staff speak in expressive voices. This encourages children to join in with the key parts of the story. Children move their bodies in different ways as staff read 'We're Going on a Bear Hunt' to them. However, during children's play, staff ask them lots of questions. Children are not always given enough time to think and answer. Furthermore, staff do not always effectively engage children in meaningful conversations. Therefore, children's communication and language skills are not always supported to the highest level.
• Staff support confident children and those with special education needs and/or disabilities (SEND) well. Leaders have good relationships with other professionals. They access early help for children with SEND. Leaders put in place tailored plans for children with SEND. Therefore, these children are receiving the support they need and are ready for their next stage in learning. However, staff do not always provide quieter, less confident children with the same level of attention. Therefore, during activities these children are not always given the same chance to participate and express their ideas.
• Leaders support staff well. They carry out regular supervision meetings with staff. Staff keep their mandatory training, such as paediatric first aid up to date. This helps to keep children safe.
• Staff support children to learn some of the ways they can live a healthy lifestyle. Children enjoy nutritious home-cooked meals. They get lots of chances to play outside where they can get exercise and fresh air. Staff support children to learn how to keep their teeth healthy through regular brushing.
• Children learn about what makes them unique. They are encouraged to share and celebrate their own culture. Staff support children to learn about other faiths, religions and ways of life that are different to their own. Therefore, children are beginning to understand the world around them.
• Parents share their views of the nursery. They comment that they are happy with the care and education that staff provide for their children. Parents talk about how staff guide them on how they can continue to support children's learning at home.

What the setting must and should do next

The provider should:

• enhance planning to give children more opportunity to lead their own learning, test out ideas and express themselves more freely
• develop children's communication and language further by giving them more time to think, answer questions and participate in meaningful interactions with staff
• provide children who are quieter and less confident with the same levels of attention and support as others, to encourage them to participate in activities.