Atherton House School

What is it like to attend this early years setting?

Children demonstrate extremely high levels of interest when they arrive at the nurturing and well-resourced nursery. They quickly become engrossed in the stimulating experiences on offer. Children demonstrate determination and their problem-solving skills. For example, they build an obstacle course and work together to make the course longer and more challenging. Children are inquisitive. They ask questions that help them gain precise information and build their knowledge further. They are fascinated and focused during their play.

Children have secure bonds with all staff, and close friendships with peers. They listen to each other intently during group time and laugh as their friends sing amusing songs. Older children are involved in creating the pre-school rules and help to plan the activities they would like. This contributes to children feeling involved in their learning. Staff have high expectations of children's behaviour. Overall, children behave well. As a result, the learning environment is mostly calm. Children gain knowledge and skills in readiness for when they start school. Due to the COVID-19 pandemic, leaders have noticed that some children have experienced difficulties with their communication and language development. As a result, staff have implemented activities to help children pronounce words correctly. Children also learn to use sign language. This helps all children to express themselves effectively.

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

• Leaders and staff plan and deliver an interesting curriculum that is focused on each child's assessed developmental needs. Children gain new skills and show positive attitudes towards learning. They make progress and consistently build on their learning. Gaps in learning are quickly identified and addressed by the staff team. All children can access the experiences on offer as staff adapt activities to suit children's individual needs and interests.
• Staff are enthusiastic and motivated. They are led by passionate leaders who strive to provide a high standard of care and education. Leaders regularly monitor staff practice. However, feedback offered to staff does not always sharply focus on improving staff practice to ensure that the highest quality of teaching is consistently achieved across the nursery.
• Although staff mostly have high expectations of children's behaviour, there are times when some staff do not implement their expectations consistently. For example, all children are not always given the same options when choosing resources in activities. On occasions such as these, children are confused and find this hard to understand.
• The curriculum for physical development is strong. Children ride cars and bikes safely around the designated area in the garden. Staff lead regular yoga sessions to help children stretch and strengthen their bodies. Babies develop the strength in their bodies as they lie on their tummies and play with interesting toys. Children develop their strength and skills in their play. These skills help to prepare children for the next stage of their education.
• Staff's spoken language is clear and concise. Their enthusiastic modelling of words and language structures helps children to listen and, in turn, speak with clarity. Staff ensure that children who speak English as an additional language hear and use their home language in play. As a result, all children are confident communicators.
• Children show their emerging literacy skills within their play. They recreate experiences from home as they wrap parcels and create address labels; they enthusiastically write letters and post them in the outdoor role play post office. Children benefit from meaningful learning and develop an understanding of writing for purpose.
• The managers and staff place high value on parents as their children's first educators. Parents' and children's views are considered through questionnaires and surveys. Families feel valued and are kept up to date with their child's progress. Practitioners make time to talk to parents on a daily basis. They offer guidance and reassurance, and give an abundance of advice and resources to support children's home learning. This enables parents to support their child's learning at home seamlessly.

What the setting must and should do next

The provider should:

• enhance arrangements for the monitoring and supervision of staff, and provide staff with precise feedback to help them to improve their teaching further
• support staff in implementing their expectations consistently so that all children understand what is expected of them at all times.