Our Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time in this nurturing setting that provides a home-from-home environment.

They have close and trusting relationships with staff and feel safe and secure in their care. Staff are sensitive to what children pay attention to and thoughtfully add resources to the environment to support this. A balance of adult-led and child-led activities means that children have freedom to make choices about their play while also benefiting from gentle guidance that extends their learning.

Leaders prioritise fostering children's curiosity. They plan engaging activities based on children's interests to help children d...evelop their concentration and focus. Sensory activities are available in each room.

Children immediately engage with what is on offer and excitedly explore independently. Babies are fascinated by the cinnamon-scented cornflour and investigate the textures with their hands. Older children mix herbs in their play dough and enjoy discovering the different scents.

These hands-on experiences nurture a love of enquiry, encouraging children to become enthusiastic and engaged learners.Staff are ambitious for all children and promote positive behaviour through gentle guidance and praise. Children learn to wait their turn and play cooperatively.

They show kindness and respect towards each other, creating a calm and harmonious atmosphere within the setting.

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

Leaders ensure that learning is structured progressively across age groups. Each stage builds upon children's existing knowledge and skills.

The setting adapts its curriculum based on the children's needs. For instance, following an identified gap in communication last year, leaders brought in speech and language therapists to host a termly workshop with parents. This proactive approach helps all children make good progress.

Overall, the setting supports children's communication and language skills well. Staff use signs to support children's understanding. Singing sessions help children learn new words.

However, this is not consistently embedded across all the rooms. At times, older children miss parts of the story as they are asked to go to the bathroom by staff during story time.The setting actively promotes physical development by providing varied opportunities for movement and coordination.

Children build balance and gross motor skills through bike riding and navigating the large and well-resourced outdoor space. Pre-school children develop their physical confidence by running across different terrains. These activities help support strength and coordination.

Staff support children's understanding of emotions. They use 'calm-down' baskets to model how to regulate feelings when children feel overwhelmed. The environment is carefully planned so that all children can access a cosy area to help them feel calm.

Leaders have provided staff with examples on how to respond if children are upset. Leaders are continuing to support staff in developing children's emotional regulation skills. For example, occasionally, some staff benefit from in-the-moment modelling on supporting children's emotions.

The setting has a clear commitment to supporting all children, including those with special educational needs and/or disabilities. Staff use observations and assessments to identify when children need additional support. Leaders make timely referrals and work with external professionals to support children.

Targeted plans are drawn up with parents, enabling children to build their skills and knowledge effectively.Staff describe a supportive work environment where they feel valued and happy. Leaders prioritise work-life balance by scheduling tasks like paperwork and parent stay-and-play sessions within staff working hours.

Regular check ins allow leaders to identify and provide the best support for their team.The setting is highly reflective, regularly seeking feedback from parents, staff and children to make meaningful improvements. Parent input has led to changes such as parents being given tours of children's new rooms before they transition.

Staff are encouraged to share ideas, with their observations shaping daily routines and activities. Children's voices are valued through discussions about their interests, which influences new resources and transition support. This collaborative approach fosters a culture of continuous improvement, helping the setting meet the changing needs of children and families.

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: nenhance staff knowledge of how to support children's emotional development and respond in ways that validate their feelings nevaluate and strengthen the strategies staff use to support children's language skills.