Beansprouts

What is it like to attend this early years setting?

Children and their families are warmly welcomed into this friendly, home-from-home setting. Staff are kind and attentive. They spend time helping children settle and feel secure in the setting. This helps children to form secure attachments with their key person. Staff support the children to understand their emotions.

Children recognise and name different feelings, such as through group time. When asked how to help a familiar toy to feel happy, children offered a hug or to share their toys. Children learn about consent and the right to say 'no' from an early age. Staff model asking for consent to the children when offering physical comfort.

Leaders have developed a calm and nurturing environment for the children to explore. Children have the opportunity to explore the local area most days. Visits match children's interests and preferences. For example, the children's fascination in trains led to a group visit to the local train station. Children are often given the chance to vote on where they would like to go. Children are independent within the nursery. For example, they learn to use cutlery at lunchtime and clean their own faces after eating. Children put on their own shoes by themselves. They select resources and are able to choose whether they would like to play inside or outside. This prepares children for their next stage of learning.

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

• Leaders have a clear and ambitious vision for what they want children to learn. The curriculum is designed to help children make sense of the world around them, and staff are attuned to children's individual learning needs, using children's interests as a starting point. As the setting continues its journey of curriculum development, there is scope to refine and embed this intent further to ensure a consistently well-sequenced approach across all areas of learning.
• Staff know their key children well and speak knowledgeably about each child's unique character, celebrating their individuality. They track the progress children make and actively plan for their next steps. Staff confidently prepare children for their transitions to pre-school settings.
• Staff have high expectations of behaviour. Children behave well while in the nursery. Staff model positive behaviour to support children in making positive choices.
• Children are developing a love of books and stories. Staff enthusiastically read with children. They talk about the pictures, check understanding and link what they are reading to the children's own experiences. The wide variety of books on offer to the children supports the introduction of new vocabulary and concepts.
• Staff support children to develop their communication and language skills. They are constantly engaging with children throughout the day. Staff narrate play and extend language whenever possible.
• Staff feel well supported in their roles, with regular team meetings providing space to share information and think collaboratively. Leaders prioritise staff well-being and actively support their development by sharing new learning and training opportunities. This contributes to high morale across the team.
• The nursery has strong partnerships with parents. Parents comment that their children feel safe in the setting. They are happy with the range of learning opportunities available to their children. Parents can get to know each other through social events organised by the nursery.

What the setting must and should do next

The provider should:

• refine the curriculum intent further to ensure a consistent approach across all areas of learning.