Brock House Nursery School

What is it like to attend this early years setting?

Children are warmly welcomed as they arrive at this nursery. Parents are given time to share important information about their children so staff can meet their needs effectively. Children separate well from their parents and show strong bonds with their key person, which helps them to feel safe and secure.

Throughout the nursery, children show they are confident. They enjoy exploring their environment and the range of resources that reflect their interests. For example, babies enjoy filling and emptying baskets with different objects such as metal tins. Staff provide activities that meet the needs of the children. For example, they encourage pre-school children to take part in scissor activities and moulding dough. This helps children to develop the muscles they need to support their early writing skills.

Staff deliver effective activities aimed at nurturing children's self-esteem and confidence. Children enjoy repeating daily affirmations, such as 'I am strong', which contributes to developing a positive self-image. Staff value and respect children's choices, listening attentively to them. For example, children identify what resources they would like out and record this on a chart. This helps children to feel valued and encourages them to shape their own learning and development. Children behave well. They follow the good example set by staff, who gently remind them of the rules about sharing and taking turns.

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

• Staff plan a sequenced and challenging curriculum aimed at building on children's learning and development. Activities are planned based on children's interests, which helps children to be engaged in their learning environment. Children show positive attitudes to their learning. However, the curriculum is not always tailored to support younger children's individual needs, which results in them sometimes being less engaged.
• Staff support children with special educational needs and/or disabilities (SEND) well. They work closely with a range of external professionals, sharing strategies to support the learning needs of children. Staff monitor children with emerging developmental concerns and provide bespoke support to families. As a result, children with SEND are making good progress.
• Transitions are managed well throughout the nursery. Children have settling-in sessions as they move to new rooms. Their key person shares important information with their new key person. Parents are fully involved throughout this process. In addition, daily routines are well organised. Staff support children to move smoothly from inside to outdoors and they manage transitions between lunch and sleep times seamlessly.
• Children show good levels of independence as they competently take their coats off and change into their indoor shoes. However, staff have not considered that older children are capable of doing more. Children do not have enough opportunities to take responsibility for carrying out personal tasks or making some decisions for themselves.
• Staff support children to build on their communication and language. They use a range of strategies to increase the number of new words children hear throughout the nursery. Staff use simple language to describe what they are doing as they play alongside babies. They say 'stacking' as babies stack cups on top of each other. Staff routinely share stories with children, promoting children's interest and understanding in words and books.
• Partnerships with parents are well established. Parents speak highly of the nursery, stating that, 'Staff create a safe, fun and engaging environment,' that their children 'thrive in'. Parents are kept up to date with their child's learning and development with parents' evenings and daily handover discussions. Events at the nursery, such as Christmas parties and annual fun days, help to build a positive community for families that use the nursery.
• The principal and her team show a passion and dedication to their roles. They work cohesively together and have a clear vision for continuous improvement to ensure that children receive high-quality care. Staff practice is closely monitored with regular supervision meetings. Staff's well-being is a focus for the principal. Activities, such as 'employee of the month' and a 'thank you' board, help staff feel valued and appreciated.

What the setting must and should do next

The provider should:

• develop a sharper focus in the curriculum to ensure it supports the individual learning needs of younger children in the nursery
• support staff to encourage older children to do more for themselves to develop their independence even further.