Ashbridge At Maxy Farm

What is it like to attend this early years setting?

The nursery creates an exciting and meaningful range of learning experiences for children. It gives ample thought to the key information that they want children to learn. For example, staff teach children important knowledge about growing fruits and vegetables, such as redcurrants, cabbages and artichokes. Children learn about the science of growing from their gardening activities. They also learn valuable life skills such as patience. Children learn to act safely and responsibly. When being a 'garden detective', they learn to check the outdoor area for potential risks before they play outdoors.

The nursery ensures that staff know children's needs and interests well. Children with special educational needs and/or disabilities receive timely, individual support so they progress well in their learning and experience success. Staff's gentle encouragement and playfulness supports children's self-confidence and happiness. Children love learning because staff think carefully about how to spark children's curiosity and interest. Older children concentrate well on their activities. Staff respond calmly and sympathetically to children's strong, natural emotions. Children are beginning to learn how to resolve conflicts calmly. They behave sensibly and are kind to their friends.

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

• The nursery has has developed a highly ambitious curriculum for children. It prioritises children's well-being, relationships and language skills. The nursery does this, for example, through the carefully planned introduction of new words using stories, songs and conversation. Children become confident learners, ready for the next stage of their education.
• The nursery provides effective support, guidance and training to help staff to understand the nursery's very well-planned curriculum. However, the large staff team are at different stages of their professional development and they have varying levels of understanding of how children learn. This means that some staff deliver the curriculum much more expertly than others.
• The nursery's curriculum supports many aspects of children's language and literacy development extremely well. Staff read, sing, play and talk with children often. Children develop a knowledge of new words and a very keen interest in stories and books. However, at times, some staff do not consider the length of time that children are able to listen and concentrate. At these times, children become unsettled and they lose focus and attention in their learning.
• The curriculum for expressive arts and design is exceptionally well thought out. Staff provide intriguing and irresistible learning opportunities that entice children and engage them in learning important knowledge. For instance, they teach children about how artists, such as Vincent Van Gogh, used paint and brushes to make their paintings. Children learn to paint with increasing complexity and detail when representing their own creative ideas.
• Staff are highly skilled at promoting children's physical development, from babies through to the preschool room. Staff provide ample opportunities for children to practise using their large and small muscles. Children thoroughly enjoy using the nursery's vast outdoor space to run, climb and slide. Staff competently teach children specific physical skills, such as to control a ball with their feet, when learning about football. Children show well-developed coordination and core strength.
• Staff have high expectations of children's behaviour. They use the nursery's 'traffic light' system to enable children to understand when some behaviours are not wanted. Staff teach children positive behaviours. Children ably recall the nursery's rules of how to behave. They follow these expectations confidently.
• Staff's support for children's personal development is a strength of the nursery. Staff focus clearly on developing close bonds with babies and children. Older children are taught words to describe their emotions by able staff. Staff expertly plan and support children's move to the next room and onwards to school. Consequently, children become self-assured and able to make relationships with key staff and their friends.
• Partnerships with parents are respectful and friendly. The nursery provides excellent opportunities for parents to be updated about their children's care and education. It supports parents with important information, such as through the nursery's 'parent hub'. Parents gain help and guidance about important issues, such as weaning and promoting positive behaviour. Parents feel actively involved in their children's learning.

What the setting must and should do next

The provider should:

• support staff to implement the nursery's intended curriculum consistently well.