Worth Valley Private Day Nursery LTD

What is it like to attend this early years setting?

Children are happy and settled in this warm and caring nursery. Staff form strong bonds with children. Children enjoy being in the company of the adults. Babies use their key person as a secure base to explore the environment. Toddlers develop more confidence as they begin to explore the environment with more independence. Older children speak freely and engage in back-and-forth conversations with their key person. Children are confident learners. They are inquisitive and interested in others.

Staff have high expectations of children's behaviour. They help children to manage their emotions. Staff model positive behaviours. They model the behaviour they expect and say 'please' and 'thank you'. Staff praise children when they share their toys with their friends. They help children to understand their emotions. Staff talk to children about how they are feeling. This helps children to stay calm and focused. Children feel safe and secure.

Children's language and communication skills are very well supported. All staff model language effectively. Staff in the baby room comment on what children are doing. They model key words to children as they play. Staff extend children's language in the toddler room. They begin to introduce more words into their play. For example, staff model the words 'shiny', 'sparkle', 'smooth' and 'rough'. They ask questions that encourage children to think about what they are doing. Children become confident communicators.

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

• Leaders have a clear view of what they want children to learn as they move through the nursery. They understand the importance of knowing children well so that they can meet their needs. Children develop and build on the skills they learn. This helps older children to be ready for their move on to school.
• Staff encourage children to develop a love of stories, songs and rhymes. Staff sing action songs and children eagerly join in with the actions. Children learn the words of Christmas songs and proudly sing with their friends. Staff share books with children. Babies point to the pictures as they try to say the words. Older children listen to the story. Staff check children's understanding as they ask questions about the book. Children visit the library and borrow books to take home.
• Staff encourage children to wash their hands, put their coats on and pour their own drinks. However, staff do not consistently support children's independence during mealtimes and snack times. For instance, they do not give children the option to choose what snack they would like, and give them apples without asking if they would like any. This does not consistently support children to make independent choices.
• Staff promote children's understanding of mathematics. They count objects and ask children to find 'four pebbles' in the sand. When children find two, staff ask how many more they need. Staff introduce the language of size and shape. For example, they model the words 'big', 'small', 'short', 'circle' and 'square'. Staff challenge children's knowledge of numbers. Toddlers count beyond 10 and can identify some numerals. Staff challenge children to order numbers and match the quantity to the numeral.
• Leaders work well with other agencies and settings that are involved in children's care. They support children with special educational needs and/or disabilities (SEND) well. Staff share information with other settings to ensure that children have a consistent approach. Leaders use additional funding effectively. They seek specific resources to support children's learning. Children go on outings to broaden their life experiences. Staff support all children to make the progress of which they are capable.
• Staff form positive relationships with parents and carers and know them well. Parents welcome the support that staff provide. Staff share information with parents and carers. They tell them about the daily care that their children receive and what they have been learning. However, staff do not always share how parents can continue to support their children's learning at home.
• Leaders have worked effectively with staff to make improvements since their last inspection. They work well with other agencies to source training. Leaders continue to strive for improvement. They are proactive in evaluating their service. Leaders have plans in place which identify clear areas of development.

What the setting must and should do next

The provider should:

• consider further opportunities for children to make choices and consistently use their independence skills
• enhance the already strong partnership with parents to enable all parents to recognise how they can further support their children's learning at home.