Anston Stones Early Years

What is it like to attend this early years setting?

Children are excited and happy to arrive at this calm and exceptional nursery. Staff are knowledgeable and enthusiastic as they welcome families. Staff speak to families each day so that they know about the children and help families to feel valued and have a sense of belonging. Children start the day by greeting each other, singing songs and settling in. They sit cosily with staff on the mat together. Staff share focused stories with children so that they develop a love of books and reading. Staff gleefully read the familiar story of 'Goldilocks and the Three Bears.' Children enjoy joining in with counting, measuring and remembering what they have learned. Staff skilfully encourage children to think and develop language by asking how the bear might feel. Children learn about each other as they take turns and listen.

Children benefit from free-flow access to outdoors. Children develop their independence and physical skills, such as by changing into wellington boots. Staff have created outdoor play areas inspired by children's needs and interests, such as a 'fairy garden', a reading circle and a construction area. Children are actively engaged and interested outdoors. As a result, they have things they are eager to talk about. Staff sit at children's level. They listen to children and ask open questions. This helps all children to feel valued and important. All children make excellent progress from their starting points in development.

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

• Staff have high expectations of all children. They design an ambitious and creative curriculum that is sequenced and adapted for each child. Staff understand and interpret the curriculum exceptionally well. They are passionate about their work and plan in the moment so that they can respond quickly to children's interests.
• Staff create activities that excite children and engage them in their learning and thinking. For example, children become deeply engaged when making 'potions' and 'spooky' sensory experiences. Staff closely monitor each child's progress and work tirelessly to improve the outcomes of all children. Staff and leaders collaborate constantly and take advice from a variety of professionals to support children's learning.
• Leaders recognise the importance of early intervention. They develop individual learning plans for children with special educational needs and/or disabilities and carefully monitor their progress. As a result, each child has clear next steps in development, and staff target children's learning to meet their individual needs.
• The nursery is carefully organised and curated. Staff make the most of every opportunity to create learning opportunities. Staff's interactions with children are inspirational, interesting and targeted to extend each child's learning. Staff listen to children and give them time to process information and respond. Staff repeat children's words so that they hear the correct pronunciation.
• Children sit together to share snacks. They follow instructions, make choices and use tongs to serve grapes. Children learn to take turns and talk about healthy eating. They develop independence, and their behaviour is excellent. Children are kind to each other. They recognise that they are individuals and develop friendships. Staff promote diversity, inclusion and equality in their interactions with children.
• Parents speak glowingly of the setting and say that their children make astonishing progress, especially in their language and communication. Parents say that staff go 'above and beyond' what is expected and that they feel 'lifted' by the kindness of the staff.
• Leaders say that well-being is at the core of their practice. Staff are engaged and highly motivated. They say that they are invested in their work and feel supported. Staff share information, activities and ideas so that parents are involved and can support learning at home.
• Leaders collaborate with staff to spend additional funding effectively. For example, they have created a sensory area and provided resources, such as dinosaurs, to entice more reluctant children outside.
• The key-person system is extremely strong. Staff know families well and conversations are open. Staff take time to get to know children well and build on what children know and can do. Children are happy, and staff consistently engage them in high-quality learning experiences.