Ashbourne Day Nursery Ingol

What is it like to attend this early years setting?

The management team and staff have high expectations for all children. They are passionate about seeing every child succeed, both educationally and personally. They pour these ambitious goals into the curriculum, which is thoughtfully designed to support every child to achieve the best start in life. Children rise to meet these expectations. They behave well, and all children make good developmental progress from their starting points.

Staff are good role models. For instance, they teach children key messages about consent by asking permission to undertake care practices like nappy changing. They listen to children's responses. Children mirror this respect in turn. They listen to staff and their peers and begin to recognise and respect the feelings of others. This helps to create a warm environment in which all children feel secure and are well-equipped to learn and grow.

Management are committed to diminishing any gaps in children's experiences or achievements. They support staff effectively to know and understand how best to support children and families in this area. This is reflected in children's learning. They demonstrate impressive skills in literacy, communication and mathematics. It is clear children feel challenged by their learning, and those who are moving to primary school are well prepared.

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

• Children's personal development is well supported. Children tuck in to healthy meals and learn about good hygiene practice. The management team is passionate about helping children to understand that health is related to both their body and their mind. Staff teach children how to keep themselves safe. Children learn effective ways to express their emotions, even when feeling mad or upset. Children are becoming equipped to manage their own behaviour and feelings effectively.
• Management have designed a purposeful curriculum, which is individualised to suit the needs of every child. They ensure that staff understand the intentions of the curriculum and how young children learn. This means children enjoy a consistently good quality of education, which promotes their ongoing progression. Children thrive.
• Children are eager to learn. The management team and staff support children to become curious learners and embrace the 'fun of childhood'. They recognise the importance of play. Children giggle and jump up in excitement as they scoop muddy water and make new paths for it to flow down. They fully immerse themselves in play, and staff recognise the value in this.
• Key-person procedures work well. Children enjoy warm bonds with staff, which helps them to feel secure. Staff understand the needs of each of their key children. They cater to the learning styles, stages of development and interests of each child as an individual. Staff use adult-led and child-led learning thoughtfully to help children work towards their next steps in development. All children make good progress.
• Management are focused on solutions and improvement. They actively encourage feedback from parents and staff and readily act on this information. They are committed to continuously evolving and respect that feedback helps them to do this. Parent partnerships are a strength of the setting. Parents feel heard and included in their children's care and education.
• Older children enjoy outdoor learning. Some children chalk the alphabet on the floor and successfully identify what letter should come next. Others squeal with delight as they pretend to search for monsters. However, the outdoor learning space is not as accessible for the youngest children. While they enjoy the fresh air, staff do not always ensure that they are able to access purposeful learning when outdoors. This means, at times, younger children wander around aimlessly.
• Children behave well. They respond positively to the clear structure and routines put in place by staff. All children, including those with special educational needs and/or disabilities, communicate their needs effectively. Staff know children well, which means they understand their verbal and nonverbal cues. Children feel listened to and respected, and they in turn respect others.

What the setting must and should do next

The provider should:

• organise outdoor play more effectively to support younger children to access learning.