Wonderland Day Nursery

What is it like to attend this early years setting?

Children are very happy at this nursery. They arrive with a smile on their face and separate well from their parents. Leaders and staff create a stimulating and warm environment that sparks children's curiosity. They prompt children to make their own choices of what they would like to explore next, and they quickly become engrossed in meaningful activities. For example, in the garden, younger children have a great time using spades to scoop mud and fill a bucket. They persevere and are determined to see the bucket full, proudly showing the staff the end result. Older children skilfully use cup stilts, concentrating well to maintain their balance. This supports children's fine motor skills, understanding of the world and strengthens their balance and coordination.

Staff are very attentive to children's needs. They are supportive and nurturing and have high expectations of children. As a result, children form strong relationships with the staff and behave very well. They navigate their learning provision with ease and follow the nursery's routines and boundaries with confidence. Children are positive and independent learners. For example, they attend to their own personal hygiene needs with support from kind staff. Staff recognise and praise children for their efforts, which makes them feel involved and valued during their time at this nursery. This supports their emotional resilience.

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

• Leaders and staff are exemplary role models. They ensure the practice is diverse and inclusive. Staff are very mindful of children's needs and interests and consider these when planning meaningful activities. Children who speak English as an additional language are supported effectively in their learning and make good progress.
• Staff have good knowledge and understanding of children's development. They work closely with the parents and complete regular observations and assessments to track children's progress. Staff also ensure that parents are involved in their children's learning. However, on occasions, staff do not identify when children need consistently high levels of interaction and challenge to maintain their focus for extended periods and broaden their learning further.
• Staff create great opportunities for children to explore various herbs and spices in the garden. They prompt them to use a selection of ingredients to make pretend soup. Children manipulate tools with great control and take an active role in their play. They also engage in discussions with the staff about what they are doing to strengthen their language and problem-solving skills. This helps build on children's understanding of the world and imaginative skills.
• Children are fascinated to investigate various materials and resources to enrich their sensory experiences. They use their hands to feel the texture of feathers, rice and dry pasta. Staff encourage babies to grab foam in their hands, clap and then notice what happens. They laugh out loud as sprinkles of foam fly around. Older children enjoy exploring different colour paint. They follow staff's instructions to mix the paint using brushes and their hands, while naming the colours. This helps boost children's self-esteem and confidence.
• To build on children's critical thinking and problem-solving skills, staff encourage children to make play dough from scratch. Children follow instructions to mix various ingredients, using utensils or their hands. Staff continuously prompt the children to anticipate what ingredient is needed next. Children skillfully fill jugs with water and pour it slowly into the mix until it reaches the desired consistency. This builds on children's fine motor skills and dexterity.
• Leaders are very reflective and ambitious. They value their staff and create a positive and supportive culture. Staff benefit from focused supervisions and team meetings as well as tailored training programmes. Leaders are committed to ensuring all children receive the best start to their early education, which is embraced positively by all staff.
• Partnerships with parents are effective. They appreciate the nurturing and stimulating environment and praise the effective communication. Parents attend regular meetings with the staff and feel involved in their children's learning.

What the setting must and should do next

The provider should:

• support staff to adapt their interactions to a consistently high level so that children maintain their focus for extended periods and their learning is broadened.