Canterbury Road Day Nursery

What is it like to attend this early years setting?

Leaders and staff meticulously plan a highly ambitious curriculum, which is precisely sequenced to meet the needs of all children and their future learning. For example, science, technology, engineering, and mathematics (STEM) activities are embedded into the curriculum. Children immerse themselves in exciting experiences, which enables them to learn through high-quality play. Staff support children to use measurement tools skilfully to create drawings of skyscrapers. Furthermore, children engage in deep conversations about becoming an architect or a surveyor in the future. Children are highly respectful of each other and demonstrate positive attitudes for learning. Staff model expectations for children's behaviour and routines. For example, as staff and children eat their lunch together, children learn to say 'please' and 'thank you'. They learn to ask for what they need, wait patiently and take turns. Their behaviour is exemplary.

Leaders and staff build strong professional relationships with parents and carers. The designated family coordinator ensures that there is a collaborative approach to children's learning and development right from the start. Children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and children in receipt of additional funding are extremely well supported. Staff have impressive knowledge of children's needs and what makes them unique. As a result, children develop secure attachments with staff who are kind and caring, and children settle quickly.

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

• The inspirational leader and her leadership team have a clear vision to provide an enriching curriculum. This vision is shared by all the staff and fully supported by the parents. Leaders identify STEM subjects as a priority for improving children's attainment when they leave education. Staff plan activities to ignite children's interest in such subjects. For example, children use their critical thinking and problem-solving skills to carry out scientific experiments. They learn about and use technology as they print photos they have taken of the world around them. Staff expertly weave a wide variety of mathematical concepts into everyday play and routines. Children are curious and inquisitive learners.
• There are highly effective arrangements to best support all staff to improve their practice continually. Leaders prioritise areas for improvement to best support children's learning and development. For example, staff have reflected on recent learning and made changes to the environment and routines. This is specifically to provide boys with greater opportunities to be more active in their learning. Staff have found that, as a result of the changes they have made, the boys are becoming more focused in their learning, which will help them with their next steps in life.
• Staff provide children with many opportunities to explore the world around them. Pre-school children recreate the works of famous artists, which are proudly displayed in their art gallery. They confidently explain the techniques they have used and what they have learned about the artist. Staff support children to choose a country for 'international week'. Children make passports and 'fly' to their chosen country in the model aeroplane they have constructed. Children are making sense of the physical world around them.
• Staff instil a love of books, stories and rhymes. Young children burst into song and know all the words and actions. Staff weave core stories throughout the learning environment, which fosters children's imagination and creativity. Children immerse themselves in stories and take great care of the books. Consequently, children use an extensive range of vocabulary and language structures beyond their years and are confident communicators.
• Partnerships with parents, carers and professionals are exceptionally strong. Staff provide 'Social Saturday' events to give parents and carers an insight into nursery life. Such events help them to engage in their children's play and learning environment. Furthermore, parents undertake first-aid training with nursery staff. Parents comment on how this provides them with valuable skills and knowledge to keep their children safe at home. Leaders and staff work closely with other professionals to ensure that the gaps in children's learning and any specific needs are identified early and acted on quickly to ensure all children have the best possible start in life.
• Staff ensure that children know and understand how to keep themselves healthy. Young children practise their yoga breathing techniques to develop an awareness of their breathing and their bodies. Older children start their mornings with stretch-and-grow activities. Children enjoy home-cooked, healthy meals and snacks provided by the chef. They tend to their plants at the allotment to learn where their vegetables come from. Additionally, staff teach children about the impact some foods can have on their teeth. Consequently, children are beginning to make healthy choices about what they eat and drink. These activities support them in forming healthy habits for their future.