Ashbourne Day Nurseries at Millway

What is it like to attend this early years setting?

Children are warmly welcomed into this fully inclusive nursery by attentive staff. Leaders ensure that the environment and experiences on offer capture children's interest and create a sense of belonging. For example, younger and older children play harmoniously due to the relaxed free-flow nature of the nursery.

Staff plan and provide a broad curriculum for all children, including tailored support for children with special educational needs and/or disabilities (SEND). Staff are skilled at adapting their interactions to meet the individual needs of children. For example, during number play, staff encourage younger children to recite and recognise numbers and older children to write them.

Children enjoy spending time outdoors. They enthusiastically seek out the many experiences on offer. For instance, staff help children recognise what happens when colours mix as they melt coloured ice onto paper. Children's physical skills are supported well as staff promote children to safely climb, balance and ride on play equipment. As children play in the mud kitchen, staff provide mud pie visual recipe cards that promote children to independently follow instructions. Staff guide children to work together and communicate with each other as they scoop, stir and lift heavy bowls. Staff model expected behaviour, supporting children to play cooperatively and be kind to one another, helping them enjoy the company of their friends and adults alike.

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

• Leaders and staff have created a broad and interesting curriculum that covers all areas of learning. However, on occasion, staff do not precisely identify the learning intent for planned activities. For example, on occasion, staff offer too many concepts to younger children to learn. As a result, there are times when some children do not remain engaged and do not benefit as fully as possible during activities. That said, overall, children make good progress in their learning.
• Staff use observations and ongoing assessments to track all children's progress and identify any gaps in their learning. Referrals for extra support are made swiftly to ensure that all children, including children with SEND, get the help they need. Additional funding is used effectively to enhance their learning experiences, including targeted resources and support. Children also benefit from access to a sensory room, which provides a peaceful space to regulate their emotions, particularly when children are feeling overwhelmed or overstimulated.
• Staff make communication and language a high priority for all children, including those who speak English as an additional language. Staff help children to follow daily routines, using visual aids alongside spoken instructions. Staff engage children of all ages in exploring books and storytelling. They teach young children songs and rhymes, which helps children to build their vocabulary and self-esteem. Staff engage in conversations and use these opportunities to widen children's vocabulary. For example, they introduce words such as 'buds' and 'bloom' as children take part in a science experiment.
• Children's self-care and independence skills are promoted well through daily routines. Children learn that they should apply sun cream to protect their skin in the sun. Staff teach children about hygiene routines and healthy eating. Children form healthy habits and learn skills for life.
• Children behave well. Staff encourage children to share and take turns as they play. They give children praise and encouragement for acts of kindness and following the nursery's rules. This helps children to respect each other and play well together. When children struggle with regulating their behaviour, staff are quick to offer support and help children identify their emotions.
• Parent partnerships are a strength of the setting. Parents are kept well informed about their child's progress through, for example, daily conversations and information shared electronically. They are actively encouraged to contribute to their child's learning. Staff provide parents with ideas about how to continue their child's learning at home and offer them access to a book lending library. In addition, parents are invited into the setting to take part in events, such as cookery classes.
• Leaders are reflective and consider ways to develop the nursery even further. They provide regular staff supervision meetings, where they reflect on practice and offer advice and support. Staff report they feel encouraged to pursue further professional development, such as completing special educational needs training.

What the setting must and should do next

The provider should:

• support staff to more precisely identify the learning intent for planned activities so they have a clear idea of the knowledge and skills that they want children to learn next.