All Saints Nursery

What is it like to attend this early years setting?

Children thrive in this warm and welcoming nursery. High-quality interactions and teaching mean that all children make good progress. Children play happily with their friends and enthusiastically explore the resources on offer. Children are safe. They are eager to learn and this focus means they behave well. Children have opportunities to learn new skills and knowledge, through engaging activities that are designed to meet their learning needs. For example, children say 'wow' as they do a volcano experiment with baking powder and vinegar. They learn new words to describe what is happening.

Children enjoy the community feel of the nursery, taking advantage of links with the local school and church. The nursery aims to create a 'team around the family' feel. Parents praise the nursery staff for their care and support. Children have lots of opportunities to explore outside. In the outdoor area, children climb on tyres and hide in the bushes. Children regularly take part in a mile walk, where they practise the letter sounds they have learned. Children explore the nearby forest area weekly. Outdoor learning is helping children to build confidence and to come out of their shell.

Toddlers enjoy spending time with their peers and learning from the older children. Snack time is a social occasion where staff and children of all ages sit together to enjoy food. Children are encouraged to be independent as they peel their bananas and pour their own drinks. Since the COVID-19 pandemic, children leave their parents at the door. This works well, as children cannot wait to go in and greet their friends and staff.

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

• Children's next steps are well planned and all staff know what children are working on. Resources provided are open ended, and staff use children's individual interests to design activities that will capture their attention. For example, glittery numbers are provided for children who like sparkly things. This helps children to become deeply engaged in their learning and make good progress.
• Staff are quick to identify children with special educational needs and/or disabilities (SEND). They use tools, such as communication and language screening, to identify what support is needed. The nursery use strategies suggested by speech and language therapists to support children. Staff also engage with the local authority to get advice when needed. Their expectations for children with SEND are high. As a result, children flourish.
• The nursery has designed a curriculum around the United Nations Convention on the Rights of the Child. For example, children learn about their right to access a clean and safe environment. They all help to clean the tables after snack. Children have a good understanding of their rights and responsibilities, which prepares them well for life in modern Britain.
• Children are highly motivated and have a positive attitude. There is a calm and purposeful atmosphere, as every child is busy learning. Staff join in with children's play, extend their learning and challenge them. For example, as children draw on the floor with chalks, staff extend this activity by drawing around their feet and encouraging children to compare sizes.
• Children understand some of their routines. For example, they sing the 'line up song' after snack. However, when it is time for children to get ready to go outside, some children do not understand what is expected of them. This means that some children are not focused and wander off, leaving others waiting to go outside.
• Children learn about emotions using animated characters. They know how to name their feelings. For example, children are able to share when they feel sad and explain that this is because they did not get a cup in the colour of their choice. This means children are able to confidently communicate their needs.
• The nursery manager is a reflective practitioner, and she is passionate about developing the nursery. Leaders act with integrity to make sure they continually improve the provision. The directors also understand their roles and provide support to the manager.
• Regular supervisions allow staff members to talk about training they would like to complete. Staff meetings are then used to deliver training. Staff are committed to always updating their knowledge, particularly to support their key children. They feel supported by the leadership team, which allows them to fulfil their roles effectively.
• Additional funding is used to provide resources that have the biggest impact for children. For example, a walking bus has allowed more children to explore the outdoors. This has had a positive impact on children's confidence.

What the setting must and should do next

The provider should:

• develop the routine for when children go outside, so that all children know what is expected of them.