All Saints Nursery

What is it like to attend this early years setting?

Children flourish at this setting, which the manager describes as a 'small community'. Children run to the door and press the bell independently. They are eager to find their friends and explore the fascinating activities that staff prepare for them. Children feel safe and happy.

Welcoming staff are nurturing, and children approach them for support and praise, both of which are liberally given. Children feel very loved and secure, and staff build on this confidence to encourage resilience in their learning. Children know what staff expect of them and their behaviour is exemplary. They demonstrate very positive attitudes to learning and listen intently to adults. During a physical activity, children respond eagerly to staff instructions to move their bodies in different ways as they stretch out their muscles.

Staff are highly experienced and are exceptional role models, so children are extremely well behaved and guided by the nursery's golden rules. Children are highly respectful to each other and to staff. They know and enjoy the daily routines and line up politely when it is time to go outside and attend to their own personal hygiene confidently.

The manager and her team have very high expectations for all children, including those with special educational needs and/or disabilities (SEND). Staff give children the best possible start to their education. They use the curriculum and the children's interests to plan enticing activities, which engage the children for long periods to extend their knowledge.

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

• Staff create learning opportunities in every aspect of nursery life. They use a window which overlooks the woods as a way to teach children about the world around them. Staff build on the children's excitement and support them to increase their knowledge of the natural world as they observe squirrels and birds and talk about where they live. 'Birds have nests' the children say.
• Outside, staff have thoughtfully covered all areas of learning in enticing activities. For example, staff have provided tape measures, which children use to see how tall parts of the garden are. Staff support children to read the numbers and talk about different heights. This gives children an excellent start in early mathematical language.
• Staff enrich learning with trips to the local woods. For example, staff bring the story of 'Stickman' to life and encourage children to use their imaginations as they build their own characters using natural resources. Highly knowledgeable staff extend this activity further by encouraging children to explore how the story could end differently. This supports children with early literacy skills and builds their confidence in problem-solving and sharing ideas with their peers.
• Children are consistently highly engaged for long periods of time with activities which interest them, such as looking at different model insects. They identify grasshoppers and ants and staff encourage them to look at the reference book they have provided if they are unsure of the species. Staff are building children's interest in nature and growing their confidence in independent research skills.
• Staff help children to become respectful adults of tomorrow. Differences are celebrated and discussed openly, and children learn what it is to be unique. For example, staff in the role-play area have provided hair dressing resources, including a book showing different hair types and styles according to cultures.
• Staff go over and above what parents expect from them. The manager and special educational needs coordinator visit local schools and liaise with professionals to understand how to support children moving on. As a result, children are ready and enthusiastic for their reception year as staff have taught them what to expect.
• Extremely well-trained staff know when children have embedded learning and skilfully sequence teaching opportunities. Staff assess and track children's development to ensure that they progress enormously well in all areas of learning. The needs of children who may have SEND are quickly identified, and staff put support in place. Staff engage effectively with parents, professionals and the community to ensure that children who may be falling behind in any aspect of learning benefit from early intervention. Staff regularly review each child's development and can pinpoint where children start to progress and which support worked well.
• Staff well-being is high on the manager's agenda and staff feel cared for and valued. They are enthusiastic and proud of their roles and often enjoy long careers at this nursery. The manager speaks highly of her team, which she values enormously.
• Parents have 'total confidence' in the experienced staff, who they trust implicitly to care for their children. They say that staff give them reassurance and support.