Children 1st Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff have high expectations of what children need to learn. They provide an ambitious curriculum that is based on children's interests and next steps in learning. They focus their teaching effectively to support all children.

All children make good progress from their individual starting points. Children receive effective support from staff to come into the nursery, ready for their session. This helps children to separate with increasing ease from parents and settle quickly to their chosen play.

Babies and young children seek warmth and comfort from key staff, who give this willingly and with great care. Staff recogni...se when new and young children may need a cuddle for reassurance. This enables children to feel safe and secure.

Staff are good role models. Young children and babies have their care needs met with respect and kindness. Staff carry out children's care routines sensitively and respectfully.

Overall, children's behaviour is good. Children develop a good understanding of the natural world. For example, young children feed their pet giant African snails with lettuce leaves and talk about how they have grown 'bigger'.

Older children practise using scissors to cut flowers and go on nature walks, as they learn about different parts of a plant. The manager has a very clear understanding of how to provide children with a wide variety of play and learning experiences. Staff set out the environment effectively with activities that encourage children to think and which stem from what they need to learn next, while incorporating their interests.

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

Staff get to know the children well. They engage younger children effectively and model building sentences by repeating what children say and adding words. For example, children say 'lettuce' as they feed their pet giant African snails.

Staff respond with 'green leaf' to encourage children to begin to put two words together and develop their language further. Staff recognise the value of singing rhymes and reading stories in to help children acquire and use words and vocabulary.Children receive worthwhile support and encouragement to succeed at their chosen task.

For example, young children concentrate as they thread small pasta pieces onto long strips of spaghetti. They persevere and attempt several times to complete the task, before they learn to achieve their goal. Additionally, staff encourage older children to sew.

Children demonstrate the advanced creative skills. They practise using a large needle pen and thread to create shapes. Staff use mathematical language, such as 'rectangle', 'straight', 'curvy', to develop their understanding of shape.

Overall, children's behaviour is good. They persist at their chosen tasks and enjoy the encouragement and praise they receive from staff. For example, children pour flavoured tea into real China cups in the role-play kitchen area and practise cutting flowers, using scissors.

However, when children finish playing with resources, staff do not consistently encourage them to tidy up or handle resources with care. This does not fully enhance children's awareness of respect for others and the environment.Children learn about keeping themselves healthy.

They know to wash their hands after playing outside and before eating. Children serve themselves and scrape their leftover food into the bin. Staff encourage children to wipe their own nose and place the tissue in the bin.

This helps children to learn about the importance of preventing the spread of germs and managing their self-care. Overall, children develop a good level of independence.Senior leaders value the skills and knowledge of their staff team.

They check on the quality of staff's work with children and identify some of the strengths and areas for improvement in their practice. However, they do not fully consider staff's wider training needs. This does not support staff to improve the quality of their teaching and raise the quality of practice to an even higher level.

There is a strong community feel to the nursery. Staff encourage children and parents to raise funds for various charities. Children have weekly opportunities to engage in daily nature walks to the local park, visit the local shops and library.

Additionally, children have opportunities to try new sporting activities and learn Spanish. This enhances children's experiences and builds on their cultural capital.The staff pride themselves in the strong partnerships they have with parents and carers.

They obtain lots of valuable information from parents before children start to attend the nursery. Staff frequently share valuable information about how children are progressing. They are skilled in sharing information with parents, which helps to extend children's learning at home.

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: support staff to implement consistent routines that build on children's awareness of respect for resources and other people focus professional development opportunities precisely on raising the quality of teaching practice to the highest level.