Antrobus Pre-School Nursery

What is it like to attend this early years setting?

Children confidently come into this small nursery after being dropped off at the gate by their parents. The cosy domestic-sized building is a home from home. Children are organised into three groups according to their age and ability, and share two main playrooms. Young babies have a dedicated space, which is divided from the other play areas. Parents like this arrangement as it allows their babies, who were born during periods of isolation due to the COVID-19 pandemic, to have a greater range of social interactions. Older babies are able to watch, learn and join in with their toddler friends. Pre-school children show empathy and care towards the babies and toddlers. Staff are very mindful of the risks the mixing of age groups may present. They take additional precautions and provide the correct level of supervision to ensure children's safety.

During the height of the COVID-19 pandemic, the managers developed a woodland classroom adjacent to the building. This enables staff to cater for more outdoor learning in the fresh air. Encouraging outdoor play has now become even more of a key part of the nursery's ethos. Children spend a considerable amount of time in the carefully organised, easily accessible all weather outdoor play space and the woodland area. They are encouraged to safely take calculated risks. For example, they skilfully climb on the low tree branches and walk along balancing beams. The outdoor curriculum is effectively designed to introduce children to new concepts and develop their self-confidence. For example, children are encouraged to care for the chickens and guinea pigs, and carefully collect eggs that they later eat.

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

• Since the last inspection, all members of the partnership that runs the nursery have changed. The partners manage the setting and are responsible for all aspects of the provision. They are totally committed to the nursery and have a clear vision for how they want it to operate. Their ethos is shared effectively with all the staff.
• The managers work with staff, helping them through coaching and mentoring to aim for excellence. They encourage staff to reflect on their practice and make plans about how they can continue to improve. Staff are supported to undertake a wide range of training opportunities linked to their specific work and responsibilities. For example, some staff undertake training about working with babies, and others on how to safely manage risky play.
• The staff plan activities which respond to children's immediate interests. They combine this with activities that introduce children to new information to broaden their horizons. Staff regularly assess children's abilities. They use what they learn from these assessments to plan good, targeted teaching, which supports children's development. The managers are aware that, at times, staff could provide opportunities that stretch children's development even further.
• Children enjoy stories and song times, which staff use to build children's communication skills. Babies join in with action songs. They find the props in the bag of animals, which relate to the song they are singing. Older children recall and act out the story of the 'Three Billy Goats Gruff' as they build a bridge to cross the 'river'. Staff also use stories as a starting point to encourage children to solve problems. For example, the 'Three little pigs' story leads children to work out how to construct a house of sticks in the woodland area.
• Children behave well. They understand the routine of the day and the simple rules, such as using 'kind hands'. Staff use activities to actively teach children how to cooperate and play together. Children and adults show respect for each other. Children are supported to become increasingly independent. They are very physically able and are taught how to safely manage risks.
• Parents described the atmosphere in the nursery as 'magical'. They feel their children are loved. Parents appreciate the information they receive via the online system. They are given help and advice on how they can manage issues at home, such as sleep and behaviour problems. All understand what their child is learning at nursery and are given advice on how to extend this at home.
• Children with special educational needs and/or disabilities are well supported. Where children need assessments, this is organised to ensure educational plans are in place and any extra funding is accessed before children start school. Children with complex medical needs are welcomed and any additional care needs are clearly understood by staff. Parents feel confident that their children are safe and well cared for.

What the setting must and should do next

The provider should:

• continue to support staff in the implementation of the overarching learning intentions throughout the day, to drive maximum development in the children.