Abracadabra Preschool Nursery

What is it like to attend this early years setting?

Children feel happy and safe in this warm and nurturing environment. They form close relationships with staff and are keen to explore the wide range of activities available to them. Staff and managers have high expectations for children. They aim for every child to become confident, independent and a good communicator by the time they leave the nursery. The many children who speak English as an additional language show their developing skills, such as singing enthusiastically in English. Staff use sign language and picture prompts to help children understand the daily routines. Children's positive responses show they know what to expect and feel secure in their surroundings.

Children enjoy being outdoors, where they have many opportunities to be active and to explore. They spend time building with large blocks and are careful to position the blocks correctly. Staff use these opportunities to introduce mathematics to children. Together, they count how many blocks they have and talk about short and tall. Children respond positively as staff give them specific praise, such as, 'I really like that you are stacking up the blocks tall and straight'. Children behave well. They play cooperatively, take turns and share resources successfully.

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

• Staff plan a sequenced curriculum to support children to make consistently good progress. At the start of each academic year, they reflect on the learning and emotional needs of children and re-evaluate their teaching. This results in children having time to explore, such as with mark making and creative materials. This builds a strong foundation for their future learning and skills.
• The leaders and staff work in close partnership with parents and other professionals to support children with special educational needs and/or disabilities (SEND). They carefully consider strategies to support these children and ensure that staff implement these strategies into their individual learning plans. Consequently, children with SEND make the best possible progress.
• Parents speak warmly about the care and education their children receive in the nursery. They state that they feel well informed about their children's development and know how to help with their learning at home. Staff find innovative ways to support parents. For example, they have meetings with them to help them to understand the nursery's policies. This is especially valuable to those parents who do not read English.
• The-key person system is strong. Staff gain useful information from parents when children start, so they can quickly build on children's skills and experiences. Key persons spend time with children when they are settling. They comfort children and help them to engage in play. Children's transitions between rooms are seamless. Staff make sure they have lots of visits and they pass on relevant information to promote continuity in children's learning and development. These effective procedures support children to make consistently good progress.
• Children's speaking and listening skills are developing well. Staff listen carefully to their speech and repeat phrases back to them. Children use accurate, descriptive words as they make dough, such as describing flour as 'soft'. Staff build on this by asking them how the dough feels through the different stages.
• Staff engage in local authority initiatives to help them to promote children's health and well-being. They are aware of concerns in their local area, such as oral health and tooth decay. Leaders support parents to develop secure teeth brushing routines for children and encourage them to register with a dentist.
• Leaders work hard to ensure good practice among the staff team. Staff receive coaching and monitoring through regular supervision meetings and training. They feel well supported by the management team who place a strong focus on their well-being. However, at times, leaders are not aware that some of the lesser experienced members of staff need more support. For example, some staff do not have the best understanding of how to set realistic next steps in learning for children.

What the setting must and should do next

The provider should:

• support less experienced staff to extend their knowledge of child development and improve their understanding of setting next steps in learning for children.