Aston House

What is it like to attend this early years setting?

Children are excited to come to nursery because of the rich and stimulating curriculum on offer. Staff know children well and plan around their interests and next steps in learning. The various planned experiences support children to learn about their natural world, as they engage in forest school, learn different languages and develop their physical skills through specialist teaching sessions. Staff support all children well, using thorough assessment and recording procedures to ensure all children are meeting their individual milestones.

Staff instil a 'you can do it' attitude as they encourage children to be independent and develop a positive attitude to learning. They support children to keep on trying when they encounter difficulties by offering them gentle encouragement, modelling techniques and allowing them time to 'have a go' on their own. Children have strong bonds with staff and are offered 'high fives', hugs and handshakes to ensure they feel valued and emotionally secure at nursery.

Children enjoy being imaginative. They sing familiar songs with puppets, dress up and role play in the home corner with their friends. Children enjoy using large paint brushes, water and foam as they create their own nursery car wash. Staff support them well as they learn about this real-life experience.

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

• There are many opportunities for children to learn about the importance of fresh air and exercise and healthy eating as part of a healthy lifestyle. Children show great enthusiasm as they navigate their garden space. They enjoy 'jumping like frogs, stretching like giraffes' and 'crawling like bears'. They learn how to tend a range of fruits and vegetables in their nursery allotment and take home their produce to share with their families. The weekly cooking opportunities allow for children to taste and talk about a range of healthy foods.
• Staff reinforce the 'Golden Rules' and the importance of showing respect for each other. Children respond to staff's instructions for lining up, turn taking and remembering to say please and thank you during mealtimes. However, there are times when staff do not always reinforce some behaviour boundaries to children so they can enjoy safe and suitable ways to play. For example, when reminding children to take care when transferring large objects between areas of learning, and of reinforcing the need to keep play spaces clear of hazards so their friends can play safely.
• Staff support children to develop their problem-solving and mathematical skills. Children enjoy playing with magnetic shapes and staff model one-to-one correspondence to support their understanding of number and counting. Staff introduce children to the mathematical language of 'longer' and 'shorter' as they support them to construct a large snake and compare it's length to the length of their own bodies.
• Most children are supported well to extend their learning within their chosen play. However, there are times when some staff lack confidence in knowing 'how' and 'when' to offer their support to challenge and extend children's thinking. For example, when supporting children in extending their role play of 'boats' by providing them with ideas to challenge their thinking further and keep their play going.
• Parents feel fully involved in their children's learning. The effective communication allows them to fully understand what their children are learning and what they need to do next. They are given plenty of ideas to help at home and feel their children are ready for their next stages in learning, including starting school. Their children show excitement to come to nursery and have secure relationships with all staff.
• Staff work extremely well as a team and offer each other ongoing support and praise as they further develop their daily practice. Leaders show passion for professional development and act as mentors to support staff in obtaining early years recognised qualifications. They work with schools, the local authority and external agencies to ensure targeted plans are in place for all children to support their individual learning and transitions to their next stages.

What the setting must and should do next

The provider should:

• ensure all staff make their expectations for behaviour clear, so all children fully understand safe and suitable ways to behave
• support staff further in knowing how and when to support children within their chosen play to further challenge their thinking and keep their play going.