Acorn at Wolverton Mill

What is it like to attend this early years setting?

The provider has a clear ethos that underpins the curriculum. This is known and understood by all staff, who encourage children to be confident, imaginative and independent. The curriculum is broad and offers multiple ways for children to learn about rules and expectations and to assess risks, such as through forest school activities.

There have been significant changes at the nursery, with changes to staffing, the environment and the curriculum. Despite this, staff in each room deliver effective teaching that builds on children's prior learning well. There is a strong focus on the basics, with staff paying close attention to developing children's communication and language and personal, social and emotional development. During the inspection, there were no children on roll with special educational needs and/or disabilities. However, staff are making progress in identifying where children need extra support and developing targeted teaching. As a result, there is early recognition if children's progress does not meet expectations and any gaps in development are closing rapidly.

Staff support and encourage children's positive behaviour well, and they are good role models. This is because they handle children with respect, talk in calm and low voices, seek the views of children whenever possible and show them genuine care and affection. This contributes towards an environment where children feel safe and happy.

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

• Leaders continually monitor the delivery of the curriculum and its effectiveness. This helps to ensure that staff have high expectations for children and keeps children motivated and interested. Throughout the day, children experience consistently high-quality teaching. Staff engage children in exciting and interesting storytelling sessions. They gather children in small groups for singing. Children watch in wonder as staff play music for them on a guitar. This sustains children's attention and interest and helps to introduce them to new experiences that promote their communication and language development.
• There have been multiple changes in a short amount of time, and the nursery is undergoing a period of adjustment. Staff report that this is favourable as they receive professional development and training and can see the benefit of the new curriculum for children. The numbers of children are increasing rapidly, and staff are still adapting to new ways of working. Senior leaders recognise the challenges this brings and have been offering staff ongoing support. However, the support is not always swift enough, and occasionally, staff feel under pressure when meeting the needs of children who are new to the setting and need extra comfort and attention.
• Staff recognise when children's communication and language development does not meet expectations and offer effective targeted support. However, despite this good understanding and awareness, sometimes, staff do not consider how children's unlimited use of dummies can impact on their ability to speak freely.
• Staff are kind, considerate and caring towards children and encourage their emotional and physical development well. Their gentle and respectful interactions help children to settle and feel content. Children are beginning to form close and trusting relationships with their key person, and this promotes their sense of security and well-being.
• Mealtimes are managed well. Leaders have recently reviewed and improved arrangements, introducing several stages of security. This ensures that from kitchen to table, there are multiple checks ensuring that food meets children's nutritional needs, is suitable for their age and meets their dietary requirements and preferences.
• The provider is committed to supporting children to understand the world and the impact they have on it. Children learn through experiencing natural resources and experiences. This approach fosters children's sense of curiosity and intrigue, and they all appear continually engaged and excited by their learning.
• Relationships with parents are developing. Staff share regular information, but sometimes it lacks the detail and clarity parents need to enable them to know how they can support children's progress at home.
• The provider's astute evaluations and review of the nursery enables them to understand where there are opportunities for improvement. Leaders have comprehensive plans for continuing to strengthen and build on the good quality of the nursery.

What the setting must and should do next

The provider should:

• pursue further opportunities to help alleviate staff workload to promote staff well-being and increase stability and consistency for children
• increase staff awareness about factors that can hinder and contribute to children's communication and language development
• expand on information sharing with parents to enable them to effectively support children's learning and development at home.