BrightStart@Thorpes

What is it like to attend this early years setting?

The curriculum offers children challenge and stimulates their interests. Children are keen to get involved in the activities on offer. They show positive attitudes to their learning. For example, older children make models from various resources using tape, scissors and boxes. Staff get to know children from the start and build strong relationships and bonds with them. Children make good progress in their learning during their time at the nursery. They gain a range of skills that aid their eventual move on to school. For example, children learn independence skills, such as how to put on their shoes and coats for outdoor play. Staff work closely with other settings that children attend to contribute information regarding children's interests and accomplishments.

Staff work closely with parents to ensure that there is a continuity of care for children between the setting and home. They encourage parents to extend their children's learning at home. For example, parents and children borrow the nursery bear. Children share with their peers what they got up to with the bear outside of nursery. There are activities available for parents to take home each day, and parents are very complimentary about the service which they receive. They comment positively on the regular feedback that they get from staff about their child's day.

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

• Staff are kind and calm with children and offer them emotional comfort when they need it. They are sensitive to the needs of younger children and children with special educational needs and/or disabilities. Staff work closely with other professionals involved in children's development to ensure they make good progress.
• Children enjoy healthy, balanced meals and snacks. Staff follow good procedures to ensure that children with an intolerance or dietary requirement are catered for. Children benefit from daily exercise in the enclosed outdoor play area.
• Staff help children to learn appropriate behaviour. They regularly praise children for their efforts and achievements. Children learn from an early age to take turns. For example, when using watering cans in the garden, children pass them around so others can have a turn to water the grass.
• Generally, children make good progress in all areas of learning, including with their communication and language. Staff provide a narrative for children as they play. They introduce new vocabulary, such as 'scoop' and 'crunchy', as they pretend to make pumpkin soup. However, there are times when staff are not consistent when building on and extending children's language skills. For example, sometimes, staff do not ensure that all children can participate in activities, to optimise their learning.
• Staff provide well-planned-out, safe and stimulating environments for children. They create spaces and plan activities that reflect children's interests and encourage them to continually develop in all areas of learning. Older children spend time creating paintings and manipulating dough to make models. Babies have space to crawl around, and those children new to walking can cruise around furniture as they build their confidence to walk unaided.
• Staff plan the learning environment to motivate children to play, explore and make new discoveries. For example, children explore a fidget box which intrigues them and encourages them to independently problem-solve. However, sometimes, staff stop children's play to follow routines, which disrupts their learning.
• Leaders have a clear vision for ongoing improvements for the nursery. They discuss strengths and areas for improvement during staff meetings. Leaders regularly seek the views of staff, parents and children. Regular supervision, ample opportunities for discussions and frequent training help staff to feel valued and supported in their work. This helps to raise staff's morale and improves outcomes for children. Leaders follow robust recruitment and induction procedures. This helps to ensure that all staff are safe and suitably qualified.
• Children who speak English as an additional language are supported well. Staff find out about families' beliefs and plan activities to help all children to learn about people's differences. Children can access a variety of toys and resources that reflect diversity.

What the setting must and should do next

The provider should:

• enhance staff's knowledge of how to maximise their interactions with children to promote children's language and communication more effectively
• review and enhance some parts of the daily routines to maximise all children's learning.