Yumbo Daycare

What is it like to attend this early years setting?

Staff plan and implement an ambitious curriculum. Children are eager and curious to learn They make good progress in relation to their starting points. Staff focus on helping children to become independent, confident and resilient. Staff consistently plan according to what children need to learn next, taking into account children's interests and stages of development. Consequently, children are curious and have a positive attitude to learning. Children stay focused and persevere when faced with challenge. For example, they work out how to cut the string 'spider's webs' to find the plastic insects hidden in the leaves and bark.

Children behave well. They confidently recall the nursery rules during circle time, which helps to keep them safe. Children take turns and share resources freely. However, when minor disagreements occur, staff quickly intervene and offer children solutions and ways to solve the differences. This helps to support children's personal, social and emotional skills. Babies enjoy exploring books. They independently access books, open the pages carefully, and show an awareness of the meaning in the pictures. Children and babies are emotionally secure. They settle quickly on arrival, and happily wave goodbye at the front door. Children and babies freely approach staff for cuddles, reassurance, or to share their thoughts and ideas.

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

• The provider, who is also the manager, and her staff have worked hard to address the actions set at the last inspection. The key-person system has been reviewed to provide all children with a consistent, familiar adult who they can turn to for support. The environment has been improved, particularly for babies to enable them to explore a wider range of resources.
• Children enjoy playing outside. Staff organise group games to help to support children's social and physical skills and provide lots of opportunities for them to explore sensory and messy play. For example, children combine sand and sawdust, and use their fingers to create patterns and marks. Staff narrate what children are doing and offer a range of words to help to extend their vocabulary. However, sometimes, they do not consistently allow sufficient time for children to think about their answers and respond.
• Partnerships with parents are good. Parents comment on how happy they are with the care and learning opportunities that their children receive. They appreciate the discussion with staff about children's progress and the possible next steps in their learning.
• Links with school teachers support children as they move on to the next stage in their learning effectively. Staff and teachers share information to help to promote continuity in children's care and development. Visits from teachers to meet children in the nursery enables them to observe and talk to children in their familiar environment. Staff work closely with other professionals and parents to help to support children with special educational needs and/or disabilities. This helps to identify and close gaps in children's development in a timely manner.
• Staff continually support children to develop good levels of confidence and self-esteem. They acknowledge and praise children for their achievements. Circle time provides opportunities for children to celebrate their uniqueness and individuality. For example, children look at themselves in a mirror and tell their reflection, 'I am great' or 'I am amazing'. A quiet reflection space has been created for children and staff to take time out or just relax. Outside professionals attend the nursery, for example, to lead mini mindfulness sessions or sports activities to further extend children's experiences. This helps to promote children's emotional well-being.
• The provider works hard to ensure that staff feel supported and have good opportunities to develop their skills and practice further. Regular opportunities for staff supervision enable them to discuss their training and next steps. This helps to keep staff motivated and feel valued. Staff have access to an online training portal, which enables them to continually develop their knowledge and skills.
• Older children develop friendships with their peers and play socially together. For example, they put on hard hats in the construction area and set about building a structure using large foam bricks. They negotiate roles and share the bricks as they wait their turn. Other children move the small traffic cones and warn their peers that there is building work taking place.

What the setting must and should do next

The provider should:

• support staff to implement the curriculum even more successfully so that children have further opportunities to extend their interests, levels of engagement, and ability to think and respond.