ABC Castle Nursery

What is it like to attend this early years setting?

Staff greet children with a hug on their arrival. Children cannot contain their excitement to enter this caring and nurturing setting. Staff are good role models and provide children with clear expectations for their behaviour. Children show kindness towards others and they behave well. They show positive attitudes towards their learning and are inquisitive individuals.

Staff provide children with a curriculum that builds on what they already know and can do. For example, older children show a keen interest in how houses are built. They talk about the materials that are used to build a house, such as cement. They use this knowledge to enact the roles of builders and use wooden blocks to make models of houses. Younger children enjoy learning through the process of trial and error. For instance, they persevere until they have acquired the skill of operating electronic toys. Babies babble with delight while exploring gloop and shaving foam.

Staff support children's emotional well-being exceptionally well. For example, they get to know children and their families during the settling-in process. Children feel safe and settle quickly. Staff encourage children to be creative. Children show high levels of creativity while they paint and create collages using cardboard. They learn about different artwork and are excited to draw in the style of different artists. Staff support children to become independent from a young age. Children help to tidy toys away and put their own coats on. This helps to support children in gaining the necessary skills in readiness for their eventual move on to school.

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

• The setting has been relentless in its pursuit to raise standards since the last Ofsted inspection. It has welcomed support from the local authority. Self-evaluation is accurate. For example, through reflection, staff have redeveloped play areas for babies to better support their large-muscle skills. Babies show excellent physical dexterity during their play. They are confident to take on physical challenges and quickly develop new skills, such as walking.
• Staff use research and their understanding of child development to plan an ambitious curriculum. Activities are purposeful and build on what children already know and can do. This means that children make good progress and get off to a flying start in their early education.
• In the main, staff support children's communication and language skills effectively. For example, staff ask children meaningful questions during their play and listen to them with genuine interest. However, some staff do not use the correct vocabulary when interacting with children. This does not support children in making even better progress in their communication and language skills.
• The setting gives high priority to children's personal, social and emotional development. Staff understand the importance of ensuring that children feel emotionally secure. They teach children strategies that help them to regulate their own feelings and emotions. For example, children take part in yoga and meditation sessions. They learn breathing and relaxation strategies that assist them in keeping calm. Children show respect towards others and behave well.
• The setting gives staff's well-being high priority. Their workload is managed well and their morale is high. Overall, effective arrangements are in place to support staff during supervision, training and appraisal sessions. However, the programme of professional development focuses on mandatory training. This means that there are some variations in staff's practice and they are not consistently supported to develop their skills and knowledge further.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Staff ensure that children with SEND get the support that they need. Intervention plans are monitored with rigour and links with external professionals are rooted in mutual trust and respect. Gaps in learning close and children with SEND flourish.
• Staff teach children effectively about similarities and differences between themselves and others. Children look at their reflections in mirrors and talk about what makes them unique. Staff provide opportunities for children to learn about celebrations and festivals. Children relish celebrating Chinese New Year. They learn about cultural traditions, food and clothing. Children develop an early awareness of what life is like in modern Britain.

What the setting must and should do next

The provider should:

• teach children the correct pronunciation of words, to better support their communication and language skills
• refine the programme of professional development for staff, to help to strengthen their skills, practice and knowledge.