Acorn Day Nursery Castlethorpe

What is it like to attend this early years setting?

Children develop a sense of familiarity with the daily routines, as they quickly put their belongings away and join their friends in play. They are warmly welcomed by staff who are ready to engage in play. They talk to children about their morning and what children are looking forward to doing at nursery.

Children's interests are important to staff. They talk with children about their likes and interest that inform their planning of a variety of activities. They provide learning opportunities that build on what children know and can do. For example, staff support children's learning through conversation and by asking questions. This helps build and develop children's thinking skills, as they focus on their chosen activity.

Children are supported by staff in developing their physical skills well. Children develop their gross motor skills through climbing, balancing, and exploring large apparatus. Staff offer praise and encouragement that supports children's confidence in their physical skills. Children show pride and excitement, as they keep trying when exploring large equipment.

Children develop positive attitudes towards their learning and behaviour. Staff teach children the expectations for behaviour and conduct. As a result, children are kind and caring towards their friends. They show respect for the environment and the toys and resources they play with. Staff model the behaviours they expect from children, they show care for each other and the children.

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

• Managers work together with staff to develop and share a vision of what it is they want children to learn. They focus on what it is children already know and can do, building on their interests to support their next steps in learning. Staff work with parents to learn and understand children's starting points. They share information to support learning at home.
• Overall, children recognise when they are happy in the setting. They talk about the things that they enjoy. For example, children are quick to show the toys and resources they like to play with. However, at times, children find it difficult to share resources and they become upset. Staff do not consistently help children to identify and regulate their feelings. For example, staff will redirect children's play, instead of talking through their feelings. This does not consistently support children to learn how to regulate their behaviour and resolve their own problems.
• Overall, staff provide children with meaningful interactions that promote their learning. For example, staff hold regular conversations with children and model language through story telling. Staff read with enthusiasm and introduce a wide range of vocabulary. This helps children develop their speaking and listening skills. However, not all interactions are of the same high quality. On occasion, staff do not provide children with the opportunities to draw from, and build on previous learning. For example, staff ask children about what they remember about the bugs they find in the garden. However, some staff are not consistent in providing the teaching to support sequenced learning. For example, at times staff are quick to move on to the next subject without providing opportunity for children discuss what they remember. This means that children are not able to share what they know.
• Staff provide activities that provide challenge and encourage children to take appropriate risks through their play. Staff support children's skills through praise and modelling to help them succeed. For example, children explore a course where they learn to balance using their arms out like aeroplanes. They learn to negotiate the space around them.
• Staff teach children about keeping themselves safe while on outings as they listen and watch staff to learn how to keep safe. Children know to hold hands and to walk together with the staff members caring for them as they visit the local school to spend time in their library.
• Children learn about the world around them. They enjoy taking walks with staff around the village and learn about the local community and people who help them. Children enjoy caring for the environment and take part in litter picking. Staff teach children about keeping the community clean and tidy.

What the setting must and should do next

The provider should:

• enhance strategies to help children understand and manage their feelings to further support their emotional development
• strengthen the quality of interactions, so that children have consistent opportunities to recall previous learning.