Ashridge Day Nursery Latimer

What is it like to attend this early years setting?

Children benefit from well-planned transition procedures and they develop positive key-person relationships. For instance, when children start nursery they have settling-in visits. Children moving rooms visit regularly. This helps them become familiar with their new environment, different toys and new people. Staff mirror children's sleep routines. This helps children to feel safe and secure.

Children behave very well and staff demonstrate high expectations for their behaviour. For example, children respond promptly to the stop signal. Staff use simple language to give children instructions, which they follow promptly. Children cooperate well with their friends as they tidy up after playing in the meadow.

Children demonstrate positive attitudes to their learning. They benefit from a range of stimulating activities. Children say that they like to play outdoors with their friends. They play imaginatively, pretending to be pirates and practise mixing and scooping as they play in the mud kitchen.

Children are happy and safe. Children are eager to talk about their 'Meadow Safety Officer'. They explain to visitors that they check the ground, gate and fences in the meadow before using it. They explain the rules for going to see the animals.

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

• Staff provide a range of opportunities for children to be active and develop their physical skills. For instance, they teach young children how to crawl over soft-play equipment. They demonstrate to children how to use their feet to push themselves up steps on the slide. Children smile with delight when they get to the top and come down the other side. Older children develop their small hand muscles well. For example, they learn to grip different writing tools and delight in using chalk to draw lines and circles on the ground.
• Staff demonstrate a good understanding of how to develop children's language. For example, staff repeat simple words when playing with younger children. They name items that children are playing with, such as 'spoon' or 'chicken'. Children then go on to copy these words in their play. Older children enjoy choosing songs to sing with their friends. They move excitedly to the music as they sing and this helps to develop their vocabulary well.
• Children demonstrate positive attitudes to their learning. They are eager to explore their environment. The begin to solve problems, such as negotiating space when learning to ride bicycles. However, on occasion, such as during self-chosen play, staff do not promptly recognise when they can offer further challenge.
• Children are well prepared for their eventual move to school. Staff teach children to be independent, such as by learning to put their coat and shoes on and manage their personal hygiene. Staff provide opportunities for older children to participate in group activities, such as circle time. This helps them to learn how to sit with others in a group. Children demonstrate good listening and delight in activities which promote their understanding of letter sounds.
• Overall, staff demonstrate that they have a clear vision for what they want children to learn. However, on rare occasions, such as when planning group activities, staff do not fully consider the range and quantity of resources they need to help them deliver the intended learning.
• Staff develop positive partnerships with parents. Parents are overwhelmingly positive about the support they have received during the COVID-19 (coronavirus) pandemic. They value the regular communication between home and nursery.
• Staff ensure that the nursery is inclusive. For example, they seek and follow advice from professionals to support children with health needs. They liaise with professionals, such as speech and language therapists, to support children with special educational needs and/or disabilities. This helps children to make good progress in their learning.
• Managers have high regard for staff well-being. They recognise the impact of COVID-19 on their team. Managers are supportive. They regularly meet with staff and ensure that they have access to support, if needed.

What the setting must and should do next

The provider should:

• strengthen delivery of the curriculum and ensure that staff fully consider the resources they can use to promote children's focus in their learning
• develop staff support and help staff to understand how to challenge children even further in their learning.