Abbotts Ann Nursery

What is it like to attend this early years setting?

Children experience an inspiring and stimulating environment where their interests are central to the setting's approach. The staff team are committed to supporting children's happiness, safety and emotional well-being. Staff are excellent role models who want the best outcomes for children. Staff have developed a bespoke and broad curriculum that is focused on developing children's curiosity, resilience and independence. For example, children explore a wide range of sensory materials, such as mixing herbs into their play dough or experiencing citrus fruits and scented flowers in their water play. They use their finger muscles as they mould, stretch and sculpt the play dough in their hands. They develop their imaginations as they use tools and comment that they are making 'pizza' or 'cupcakes'.

Children listen attentively, respond positively to staff and follow instructions such as washing their hands before snack and lunchtimes. Children know the routines well and are encouraged to complete tasks on their own. For example, children confidently use small jugs to pour their own drinks and eagerly offer to help with tasks such as washing their plates and cups after they have eaten. Children are continuously busy and motivated learners. They make good friendships and enjoy playing alongside each other. Children show kind and helpful behaviour and behave exceptionally well.

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

• Leaders have a clear vision and provide inclusive care for all children. The new team have worked hard to embed their curriculum and redevelop many aspects of the nursery. For example, they have made alterations to the resources and layout of the learning environment. They have liaised with other organisations, including the local authority, to bring about many positive changes and improvements to the inside and outside environments that they offer to children.
• The key-person arrangements are well established, with staff knowing the children well, both emotionally and developmentally. Overall, staff are confident in their delivery of the curriculum and identify what children need to learn next. However, during some activities, staff do not focus precisely enough on the most important learning they want individual children to achieve.
• Staff support children to be curious and to take managed risks in the outdoor area to help build their self-confidence. Many children delight in being outside in the fresh air and are quick to prepare and dress appropriately for outdoor play. They carefully balance as they walk along wooden planks and use various objects, such as cardboard tubes and rubber tyres, to create obstacles. Staff deploy themselves well to help ensure that children are safe at all times.
• Staff introduce children to a wide range of stories and books. This enhances children's enjoyment, and they show a love of books. Staff model language effectively through singing, and they read enthusiastically to children in groups. Overall, staff's questioning encourages children's thinking skills. However, on occasion, staff use closed questions during children's explorations. This does not give children the time and space they need to think and results in them giving single-word answers.
• Children learn about the people and places that make up their own community. For example, staff plan visits to the local post office, a donkey sanctuary and neighbouring school to attend events. Furthermore, staff organise special celebrations throughout the year to help children to gain an understanding of the diversity of the modern world. In addition, parents are invited into the nursery to join their children in many celebrations, such as Mother's Day, afternoon tea and Father's Day.
• Children develop mathematical language effectively, as staff thread this through many activities. For example, children are encouraged to count how many legs there are on a spider figure. Staff introduce mathematical language, such as full and empty, as children scoop water into tea pots and various containers in their water play.
• Staff state that they are well supported in their work. Leaders plan regular supervision meetings with staff to support them in their roles. They organise specific training events for staff to further enhance their knowledge and teaching skills. Staff report that leaders are proactive in supporting their well-being.
• Staff build effective and supportive relationships with parents. They work closely together to promote the best outcomes for children. Parents comment that 'staff genuinely care and love their jobs' and that they 'can't recommend the nursery enough'.

What the setting must and should do next

The provider should:

• support staff to fully understand the intent behind the curriculum to precisely identify and plan for individual children's learning needs more effectively
• expand further on children's communication and language development, ensuring that they have time to think and respond to more open-ended questions, so that they can explain what they know and understand.