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What is it like to attend this early years setting?
The provision is good
Children easily settle into their day. They feel safe and secure and enjoy cuddles with staff. Other children share their feelings with staff as they sign in.
They explain why they feel angry about dark mornings. Staff think about how to teach children independence skills and give them the opportunity to do things for themselves. Children get their own tissues to blow their nose, serve themselves at lunchtime and babies practise using open-top cups.
Staff encourage children to put their own coats on for outdoor play. Children enjoy telling staff about their day. When children say they have seen shooting stars, staff cr...eate a tin foil sky outside for them to paint stars on.
When children use different-shaped sponges, staff talk about the shapes they are creating.Stories and rhymes are a strong feature in the nursery. Staff read to children in ways that engage them.
Other children independently look through books. Babies snuggle in to look at pictures of their families in a homemade book that staff have created, to help children understand that they are unique. Staff sing songs constantly, which develops children's language and extends their vocabulary.
Staff teach children signs for communication. Children demonstrate respect, such as they sign and say 'thank you' during mealtimes. Staff reinforce 'kind hands' as children play together.
They share this with parents to be used at home. Parents speak very highly of the nursery and staff. They feel fully involved with their child's development and appreciate support with matters, such as their children's toilet training and oral health.
What does the early years setting do well and what does it need to do better?
Leaders are highly ambitious about the nursery. They have strong ideas for development, such as the outdoor area. Leaders constantly reflect on practice so that they can make adaptations to improve.
They have high ambitions for all children and promote inclusive practice. Leaders ensure that the curriculum vision and values are shared across the nursery.Leaders have effective systems to help children with special educational needs and/or disabilities (SEND) to thrive in their learning.
They put interventions in place, such as picture cards, to support their communication and language. All children use these systems so they all feel included. Staff complete Makaton training and all children, including babies, use sign language.
The nursery works closely with schools and nurseries that children move on to. Staff share information and invite the new staff to visit the setting. They have meetings with parents to aid a smooth transition.
Staff develop all children's mathematical skills through their play. For example, they sing nursery rhymes with numbers to babies and encourage older children to create collages out of two-dimensional shapes. Children hear mathematical language throughout their play.
Staff are very responsive to concerns regarding children. They know the procedures to follow, for example, when they hear about online games that are not suitable for children, they share this information with parents. However, staff do not think consistently about how they can incorporate developing children's understanding of online safety into the curriculum.
Children thrive in their physical development. They have varied opportunities to develop their fine and gross motor skills. Babies enjoy negotiating a small ladder and slide, which supports their balance.
Older children learn ballet steps that they have read in a book.Staff are thoroughly knowledgeable about their key children. They collect information about families and know children's starting points in development.
Staff explain how children have progressed and what they are working on next. This helps them to plan experiences for the children. For example, if children do not have pets at home, staff take them to visit the local donkey sanctuary to engage with animals.
Overall, supporting children's language is strong throughout the nursery. When babies are playing in the home corner, staff extend their vocabulary by naming vegetables. Older children enjoy hearing new words when playing 'What's in the bag?' They enjoy sharing words, such as 'translucent' and 'crunchy', as they explore textures.
Staff comment well through children's play. However, sometimes, staff ask too many questions in succession and this does not allow children time to think of a response or develop longer phrases in their language.Leaders are highly supportive of staff.
They know staff well and how to support them. Staff enjoy the training that is available to them, either as a team or individual. For example, they have the opportunity to engage with a charity that the nursery supports and visit Malawi to enhance their knowledge.
Safeguarding
The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: consider how to plan opportunities in the curriculum to extend children's awareness of online safety develop staff's use of effective questioning further that allows children space to think and problem solve.
