Zoe's Childcare Newgate Lane

What is it like to attend this early years setting?

Upon arrival, children settle quickly into the family orientated nursery and engage in the activities on offer. Children independently select the toys and games they wish to play with and play happily with their friends and staff in the setting. Children behave well, they work together to push ride-on vehicles and have races. When children want the same toy the staff support children to resolve the conflict for themselves. Children have a warm attachment with staff, when required they are happy to go with them to have their nappies changed and to have their wet clothes changed after water play.

Staff provide a range of interesting activities. Children enjoy playing in the water. They explore how the boats move through water. Staff help children understand what is meant by the words 'floating and sinking'. Children use the 'post room' role-play area independently and enjoy wrapping parcels with string. When children comment that some of the parcels look like kites, the staff respond by helping the children to make kites. Staff encourage children to take the kites outside to fly. Children learn how kites are blown by the wind and are fascinated to watch them as they glide in the air.

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

• The leader provides a broad curriculum. She knows what she wants children to learn during their time at the setting. Staff are sensitive to individual children's backgrounds and plan activities they want all children to experience and know. Staff track children's progress and are clear about the progress they are making. However, some staff would benefit further from receiving support and training to support children with special educational needs and/or disabilities (SEND) with their progress from their starting point.
• Overall, staff support older children's communication and language development well. There are plenty of opportunities for older children to enjoy singing songs and nursery rhymes. Staff read books with great enthusiasm to engage children. However, staff working with younger children do not provide the same level of support to develop their communication and language skills.
• Routines are well established and children are familiar with them. Children develop good independence and help themselves at snack time. Older children confidently put on their own hat and sun cream. Younger children try themselves before staff support them. Staff regularly praise children for having a go. For example, a child does not give up when trying to put the pieces into a tricky jigsaw puzzle. They persevere and independently work out the way the piece needs to be turned to fit.
• Staff have good partnerships with parents. Parents share positive feedback about the regular communication they receive from the daily updates. The parents say that the setting is like an extended family. They comment how pleased they are with the way staff support their children's learning and the progress they are making. Parents also report that they were pleased with the way the leaders and staff supported their children to settle in when they started at the nursery. Staff share information in preparation for children starting school and with other providers, such as the two-year-old progress checks.
• The leader continues to reflect on the standards of care and learning in the nursery. She knows each family well and ensures that the nursery is inclusive to all children. The leader supports staff in their ongoing professional development. She recognises that some staff may need more support and training. The leader models how to interact with children in the setting and acts as a good role model for less-experienced staff. Staff report that they feel well supported. They have received support through individual appraisals and team meetings. The focused improvements made have had a positive impact on children and their families.

What the setting must and should do next

The provider should:

• provide support to staff who may need further guidance with planning the provision for children with SEND
• ensure the curriculum for developing communication and language for the youngest children builds on what they already know and need to know next.