Ashfield Nursery & ELC

What is it like to attend this early years setting?

The nursery is a hive of activity, where children play cooperatively under the close nurturing supervision of staff. Staff build secure relationships with their key children, which helps children to feel safe and valued. The curriculum is planned in line with children's interests and emerging learning needs. Children have fun and enjoy attending. Staff working with babies support their exploration and developing mobility well. Toddlers enjoy exploring sensory materials, including play dough, flour and ice. Pre-school children listen carefully to stories and join in at appropriate times. They demonstrate their understanding and develop their confidence to speak in a small group as they contribute to discussions.

Children enjoy being outdoors. Pre-school children demonstrate their motivation to learn as they become fascinated with the bee and slug found in the garden. They consider what will happen if they touch the bee and if they should move it to keep it safe. Children receive regular praise from staff, which helps them to keep motivated during activities. Pre-school children become skilled at regulating their own behaviour. They independently use a sand timer to measure how long it is before their turn, waiting patiently for others to finish. During the COVID-19 (coronavirus) pandemic, staff have made adjustments to the settling-in procedure. This has meant that parents are no longer invited into the setting. However, they have ensured that parents are reassured that their children are happy and feel emotionally secure when care begins.

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

• Staff plan a curriculum that continually builds on what children already know. They assess children's abilities and use the information to provide activities and opportunities to enhance their learning. The staff provide good support for children who speak English as an additional language and those children who need additional support.
• Overall, children's language is fostered well. Staff engage in conversations with children. They use repetition of key words, alongside sign language, to support the early language development of younger children and those with communication difficulties. Staff model and reinforce words to babies and younger children. They repeat back and pronounce words correctly as babies and toddlers show emerging language. However, occasionally, staff who are less confident do not make the best use of their interactions with older children to explore their ideas more fully and build on their interests further.
• Children's understanding of number is developed across the learning environment. Staff adjust their expectations to offer appropriate challenge to individual children. For example, pre-school children learn to recognise numerals and work out 'one more' as they help to set the table, while younger children practise counting as they build towers.
• Staff are good role models and manage children's behaviour effectively. They encourage children to take responsibility for their environment and children show great consideration and cooperation as they help their friends to tidy away the toys. Children are well mannered and polite. They show respect for one another and towards staff.
• Parents speak very highly of the nursery and the staff. They access information about their child's learning through an online portal and daily discussions with staff. They are encouraged to share their experiences at home to add to their child's learning journal. This helps staff to establish continuity in children's care and learning. Parents say that staff are very caring and supportive.
• Children's good health is promoted well. They have a range of opportunities to run about in fresh air to develop their larger muscles. They practise their skills using one-handed tools, such as scissors, crayons and pencils, to strengthen their smaller hand muscles.
• Children learn about diversity and the wider world through discussions and activities that build their awareness of cultural events and celebrations during the year. Staff gather key words and phrases from families who speak English as an additional language to aid communication.
• The management team work closely together to continually review and develop the provision. They ensure staff are well supported and have access to training to improve outcomes for children. The views of staff and parents are highly valued and there are regular opportunities for them to share their opinions.

What the setting must and should do next

The provider should:

• support less confident staff to use the highest quality interactions with children to explore their ideas more fully and build on their interests further.