Woodfields Day Nursery

What is it like to attend this early years setting?

Children are settled and safe at the nursery. They happily join in with activities that help them learn new knowledge and skills. Children respond positively to the high expectations staff have of them. They behave well and follow instructions without hesitation. Children of all ages play together in the shared outdoor area. This means siblings spend time together and babies and toddlers learn from older children. Children develop their physical skills as they zoom around the outdoor area on bikes and scooters. They play outdoors every day which supports their health and well-being.

Children develop a love of books. They eagerly join in with familiar phrases as they listen to 'Room on the Broom' and 'The Gruffalo'. The listen intently as staff read expressively. Children scream and jump with excitement when the page turns, and they see the familiar characters. Children learn through song as they sing about the days of the week and seasons. All children are treated as valued members of the nursery community. They explore nature as they visit local Parks and woodlands. Children experience food from different cultures and learn about different celebrations. They talk to staff about differences in people, such as those who are older or who have disabilities. This supports children's understanding of the diverse world they live in.

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

• Staff know children well. They plan next steps in children's learning that meet children's individual needs. Staff have good knowledge of child development which helps them to plan challenging activities that extend children's learning. All children, including those in receipt of additional funding, make good progress in their learning.
• Support for children's communication and language development is good. Staff narrate everything they do and repeat key words and phrases to children. They ask babies questions, such as 'shall we zip up your coat?' which helps babies to understand what is happening around them. Stories and songs are used effectively to expand children's vocabulary, and the children become confident communicators.
• Children with special educational needs and/or disabilities (SEND) make good progress in their development. Tailored support is put in place to help meet their needs. The special educational needs and/or disabilities coordinator is knowledgeable and fully understands her role. She works with a variety of agencies to help make sure the right support is put in place for children. Additional adults support children with SEND. They build strong relationships which helps children to feel settled and secure.
• Behaviour is good. Consistent strategies across the nursery help children to understand what is expected of them. Strong routines support children's positive behaviour. For example, when it is time to sit on the carpet, children quickly gather to listen to a story.
• Children have positive attitudes towards learning. They are eager to explore and investigate their surroundings. For example, children giggle as they enthusiastically act out the movements of different animals. They develop their physical skills, as well as listening and attention skills as they focus on following instructions. Children become fully engaged in their learning.
• Children are supported to develop some independence skills, such as washing their own hands and putting their own coats on. However, on occasion children are not fully encouraged to develop their own skills. For example, children do not always attempt to clean their own noses or consistently use knives and forks. This means that these skills are not yet fully developed.
• The manager effectively evaluates the setting. Regular supervisions are effective at identifying staff training needs. Staff take part in training to keep their knowledge and skills up to date. Staff feel supported by management which helps them to fulfil their roles effectively.
• Parents are very happy with the nursery. They praise the communication they receive and the progress children make. Parents are involved with their children's learning. For example, babies take home books that help them to identify different facial features. This helps to promote continuity in learning between the nursery and home.

What the setting must and should do next

The provider should:

• strengthen support for children's growing independence skills so that they consistently learn to do things for themselves.