Furthermore, during some group times, babies lose interest due to their seating position, which prevents them from responding to an adult. For example, during snack times, babies in high chairs do not always have opportunities to join in with children and adults. While staff involve babies in activities, occasionally, they miss cues from babies for face-to-face communication. Babies enjoy cuddles and respond with smiles when staff play, talk and show them colourful lights in the sensory area. Staff work in partnership with parents, who feel supported as children develop skills in readiness for their next stage in learning.Staff are attentive with babies and take account of their individual needs in nappy changing and sleep routines. Staff identify where children need support in developing skills in self-care, such as potty training. Children learn to become independent as they pour drinks and help themselves to fruit snacks. Staff ensure that children learn to be safe and healthy by using sun cream and sun hats and learning to wash their hands regularly. Adults introduce new ideas, such as 'full up', 'more' and 'empty'.
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Two-year-old children explore how to fill and pour colourful rice into containers. Staff demonstrate to pre-school children how to use pipettes to collect coloured water and children learn to persist as they develop fine-motor control. As a result, staff seek guidance from other professionals and make timely referrals for support.Children show motivation and curiosity for learning. The manager leads staff in identifying children who may need extra help. Parents comment on how well their children's language has progressed since they started at the nursery. Staff build on children's communication skills, introducing new words while they play.Ĭhildren talk about 'big, gigantic dinosaurs' made with the play dough and pre-school children identify shapes, describing the 'pointy angles' of a triangle.Staff assess children's development and carefully plan individual support where it is needed, such as using sign language. Two-year-old children cuddle up to be read to and older children retell stories using props. Staff recognise the importance of using books to engage children in developing language skills.īabies enjoy handling books with textures.
What does the early years setting do well and what does it need to do better? They learn to develop independence and to be part of a group in readiness for school. Children in the pre-school area show enjoyment as they sing songs and use instruments in a group with their friends.Ĭhildren play together happily in the well-resourced outdoor areas, digging in the sandpit and developing confidence in learning to ride a balance bike. Staff know the children very well and are warm, enthusiastic and work together as a team, often delighting in children's achievements and steps in learning. younger children learn together in a dedicated area of the nursery where staff form close, caring relationships with them. Staff use electronic systems, telephone calls and contact during arrivals and departures to share information about children's progress with families.īabies and.
While children's families are not able to enter the nursery building currently due to COVID-19 restrictions, parents are extremely positive about the nursery and describe the supportive contact they receive. Staff prioritise children's well-being, welcoming children back into small groups after the nursery re-opened during COVID-19 (coronavirus) pandemic.Īs a result, children are settled and excited to come to nursery, separating from their carers with ease.
What is it like to attend this early years setting? Address: Weycroft Avenue, Millwey Rise Industrial Estate, Axminster, Devon, EX13 5HU
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