Minnie And Mamma Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are safe, and they flourish in the care of the motivated staff team.

Babies and young children settle well, forming secure attachments with their key person. Staff are attentive and sensitive to children's individual needs. Babies and young children venture off to explore with interest, knowing that staff are nearby for reassurance, if needed.

Older children show high levels of confidence as they negotiate the play experiences on offer. Staff offer children continuous praise and encouragement. This helps children to develop resilience and positive self-esteem.

They play imaginatively with the vehicles... and garage, as they pretend to put a fire out with the fire engines. Staff support children's play by providing commentary and offering ideas. This extends children's vocabulary.

Children demonstrate positive behaviour. They follow rules, help to tidy away and happily share toys and resources. Staff are good role models and, for example, encourage children to use good manners.

Staff give children opportunities to develop their independence. Children begin to manage their personal care needs. Staff work with parents to help children achieve toileting success.

Children make healthy choices at snack and lunchtimes. Children are eager to help with tasks, including tidying away toys.

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

Children with special educational needs and/or disabilities are very well supported.

The manager is also the special educational needs coordinator. She is highly proactive in recognising concerns and supporting children. Staff work closely as a team to create individualised support plans for children.

They also work with families and other professionals to build targets and support. As a result, children make pleasing progress across all areas of learning.Staff teach to good standards.

They plan activities based on children's interests and developmental needs. These activities build on what children know and can do. Staff present information clearly to children.

However, they do not consistently challenge or promote problem-solving, to take children's learning to the highest levels.Staff prioritise communication and language development in their curriculum. They create an environment rich in language for all children.

Staff follow children's lead in play. They listen and respond, modelling language and repeating new words and phrases. For example, staff introduce babies to new words as they play with the farm and animals.

Older children explain what is happening as they melt balls of ice. This results in children of all abilities, including children with English as an additional language, making good progress in their communication.Staff introduce mathematical language into children's play and learning.

Babies hear language about size as staff compare the big cow and the little cow. Younger children eagerly count cups of flour as they make play dough. Staff ask older children to test how fast their vehicles are as they race them.

As a result, children become confident to use mathematical language in their play.Staff help children to understand about healthy lifestyles. Children enjoy healthy snacks and meals, as well as plenty of fresh air while they enjoy their time in the garden.

Children learn about the importance of oral hygiene. Their physical skills are promoted well. Younger children use wheeled toys to develop their large muscles and balance on crates before jumping off.

Older children manage their own risks as they confidently climb the climbing equipment.Partnerships with parents are generally strong. They speak highly of the nursery and value staff's friendly approach.

However, not all parents are clear about what information they should expect from the nursery. This means that parents do not always fully benefit from opportunities to extend their children's learning at home.Staff supervision and support is effective.

The manager ensures that regular discussions and group meetings enable staff to identify their own strengths and areas for improvement. Staff speak positively about their roles and how the manager's support and guidance promotes their professional development. This has a positive impact on staff.

Safeguarding

The arrangements for safeguarding are effective.The manager implements robust recruitment and vetting procedures to ensure that staff are suitable to work with children. The manager places a high focus on child protection.

She ensures that all staff keep up to date with current procedures, in line with the local safeguarding partnership. Staff know how to recognise possible signs of abuse and know what to do should they have a concern about a child or a member of staff. They have a good understanding of all safeguarding issues.

This helps to protect children's welfare. Staff are vigilant and carry out regular head counts and risk assessments to keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support children to develop their thinking and problem-solving skills to extend their learning strengthen communication with parents so that they receive clear information about their children's learning.