Laugh N Learn Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Parents drop off and collect their children at the door of the nursery and staff share information with them about their child's day. Most children are happy on arrival.

However, some children do not always settle quickly into the environment. This is because children arriving early are initially cared for in one large group, and staff do not provide appropriate resources that meet the varied needs of the children present. Staff are responsible for parents' entry and exit of the premises.

As a result, they do not always have sufficient time to respond to the emerging learning needs of the children. That said, children's e...motional well-being throughout the day is supported by the close relationships they form with staff. Babies receive warmth and comfort from staff, who know them well.

Toddlers engage well with staff. Older children begin to learn about regulating their own behaviour as staff role model being kind. The intent of the curriculum focuses on the prime areas for children's learning and building on the specific areas as children progress in their own stage of development.

The aim of the curriculum is to provide children with the skills they will need to be successful learners. However, the curriculum is not yet fully embedded into practice. Planning for children is not always effective enough to ensure they make the best possible progress.

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

Leadership and management are clear about what they want staff to teach children. However, in practice, the weaknesses in the implementation of the curriculum mean that there are times when activities do not inspire children to learn, and the aims of the curriculum fall short of expectations. Despite staff receiving regular supervision, support and training, the delivery of a consistently high quality of education is not yet embedded into practice.

Teaching is variable. Staff do not always plan activities that build on children's existing skills in a well-planned or sequenced way. At times, large group activities do not target children's individual learnings.

For example, a phonics activity does not take account of which children are ready for this type of learning. As a result, most children become bored and disengage. Children run around without purpose and throw equipment.

At times, younger children lack meaningful activities to engage them in learning. They wander around and look on as babies are comforted. Noise levels are high, and this impacts on children's concentration as staff in turn raise their voice levels to be heard.

Despite weaknesses in the implementation of the curriculum and in the quality of teaching, children with special educational needs and/or disabilities generally receive adequate support. Staff work with parents and external bodies to support children and families. Staff are familiar with what children need to learn next and follow plans for each child.

Children generally enjoy their time at nursery. Toddlers and older children show nice levels of confidence and begin to form friendships with each other. Staff engage with children during activities and check their learning.

For example, as children build with blocks, they make comparisons between different heights. Staff teach children simple mathematical language, such as taller and shorter, as children build a tower of bricks. Children develop their fine motor skills as they balance the blocks on top of each other and laugh out loud as the tower collapses.

Children explore their senses as they create a 'love potion'. They mix, pour and transfer liquids between bowls using pipettes. Staff talk to children about their feelings and people that they care about.

This helps children to develop a sense of how others may feel.Toddlers enjoy stories and action songs that support their emerging language. Staff are skilled as they bring the words to life, raising and lowering their voices to build children's excitement.

Toddlers follow simple instructions as they pretend to be sleeping bunnies and lift both feet off the floor as they 'hop, hop'. Babies and younger children smile as they explore the texture of rice. They build their core strength as they stand to play at a tuf tray.

Some babies hold spoons as they move the rice and fill small containers. Staff praise and reassure children constantly.Children have access to an outside play space, where they can run and ride wheeled toys.

However, the area has no specific resources for the youngest children. Although staff talk about taking the indoors outside, this is not always actioned. As such, there are days when younger children do not have an opportunity to learn outside or experience the fresh air.

From an early age, staff support children's emerging independence. Staff are sensitive to the personal care needs of younger children and support older children to begin to take care of themselves, such as putting on coats and shoes.Parents report that they are happy with the care their children receive at the nursery.

They talk about the good communication they have about their children and the things they learn. Parents know the staff and who cares for their children.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure that the implementation of the curriculum consistently delivers across all the areas of learning and that planning takes account of the varying needs of the children who attend 07/03/2025 improve teaching so that staff are clear about the sequence of each child's learning to help them to precisely build on what they know, can do and need to learn next 07/03/2025 provide all children with daily access to suitable outside space, where they can play and learn in the outdoor environment.28/02/2025 To further improve the quality of the early years provision, the provider should: consider how noise levels can be more effectively managed to keep all children engaged and motivated to learn.