Carousel Nursery School

What is it like to attend this early years setting?

Leaders have mastered the provision of a stimulating curriculum for all at this fun and exciting nursery. They consider what children already know and can do and enhance children's understanding by supporting them to use their knowledge and skills in their future experiences. For example, children take part in walks to the local environment, where they engage in growing their own food and flowers. Staff then provide activities in the nursery where children learn to further their knowledge of the subject. Staff skilfully extend children's understanding by providing older children with tools to further investigate. They question children about what they are finding out and encourage them to make links with what they already know and can do. Children show that these activities help them to be intensely curious. Staff consistently provide high-quality opportunities to practise what they have learned and to ensure skills are fully consolidated.

Children's behaviour at this nursery is impeccable. As a result of the careful deployment of staff, the environment is calm and children show an awareness of others around them. They are respectful to one another and learn how to take turns and consider the needs of their friends. Staff encourage children to be active learners by providing them with a safe and secure environment, where their emotional and physical well-being are always prioritised.

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

• The provider has a clear and ambitious vision for what it wants children to learn at this inviting and engaging nursery. It successfully implements learning experiences that ensure all children make rapid progress from when they first attend. Staff skilfully plan activities that enable children to make links in their learning and extend their existing knowledge. Children show excellent skills in critical thinking and problem-solving.
• Staff know their key children exceptionally well and use this knowledge to build activities that engage children for extended periods of time. For example, babies take part in a superbly planned sensory experience exploring ice and silvery metallic objects. They gaze at their reflections and notice the smile of their friend in the shimmering surfaces. Children learn about facial expressions and observing each other's emotions from a very young age. Their personal and emotional development is particularly well supported.
• Staff show obvious care and nurture for all children and expertly consider what they need to make them at their most comfortable and confident. Staff encourage toddlers to take part in experiences that will stretch and challenge their imagination, such as making their own 'lemonade' in large bowls of water. Children squeeze and pour the scented liquids. They learn complex vocabulary as they explore. At times, toddlers will visit the pre-school children to engage in experiences that provide opportunities to practise and embed the excellent skills they have learned.
• Diversity and cultural differences are extensively welcomed and celebrated. Leaders work with parents to share cultural resources with the children. For example, parents are invited to the local town festival, where they wave and encourage their child in the procession. Children grow in confidence as they find out about their friends through shared cultural experiences.
• Staff provide highly effective support to children with special educational needs and/or disabilities and recognise those who may be vulnerable and need further support. Staff are committed to supporting all children who speak English as an additional language. They identify gaps in children's learning and development at an early stage and act promptly to address them. Leaders work very closely with other professionals, such as speech and language therapists, and carefully allocate funding to ensure that children achieve to their fullest potential.
• Parents value the staff's expert support and guidance for their children and say that they feel completely involved in their children's time at the setting. For example, staff ensure a consistency of approach to complex aspects of development, such as managing children's behaviour. Both staff and parents agree that encouraging positive attitudes to learning enables the most success.
• Leaders ensure that staff feel well supported and meticulously monitor and appreciate their ongoing well-being. Staff gratefully embrace the frequent opportunities made available to them to undertake continued professional development that helps them to continually improve in their roles.