Carousel Nursery School

What is it like to attend this early years setting?

Children separate from their parents with ease as they happily enter this friendly and welcoming nursery. They independently find their peg to place their bag and coat on before running over to their friends. Children display a strong sense of belonging and show that they feel safe and secure. For example, babies crawl over to staff and spontaneously cuddle them. Staff respond with a smile, showing genuine warmth and kindness.

Children benefit from a fun and stimulating curriculum to support their individual needs. Staff identify what children need to learn next and then plan a suitable range of learning experiences. Children show high levels of enthusiasm as they sing a special graduation song. For example, children sway from side to side and join in with the actions that go with the song. They giggle with delight as they recall that they will soon sing this song to their parents. Staff enthusiastically join in with the children and give them praise for their efforts.

Staff have high expectations of children's behaviour. Staff are good role models and support children to resolve any minor conflicts swiftly. Children display kindness towards their friends. For example, they pass one another train track pieces as they work together to build a train track. Staff praise children for their efforts, causing them to smile.

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

• The enthusiastic and experienced manager leads her staff well. She supports staff in implementing a meaningful curriculum that focuses on developing children's independence and social skills by providing unique experiences for all. For example, children helped to look after baby ducks that were born at the nursery. The manager uses additional funding appropriately to benefit those children who need it the most.
• Staff plan engaging and stimulating activities to support children's development. They work effectively with parents to find out what children already know and what they need to learn next. They use this information precisely to build on children's existing knowledge and focus the curriculum on their next steps and interests. However, sometimes, group activities are not planned effectively to include all children, particularly those who are younger or less confident. This does not support all children to benefit fully from these learning experiences.
• Children with special educational needs and/or disabilities and those who speak English as an additional language make good progress. Staff recognise when children need additional support. For example, they use simple sign language to ensure that children can understand instructions effectively. They work effectively with external agencies and local schools to support children's learning.
• The manager monitors practice regularly and effectively. She recognises the strengths and weaknesses in practice, and relays this back to staff. The manager regularly reviews the nursery curriculum to ensure that it is stimulating and fun for all children. Staff attend regular training on a variety of topics, such as recent training on promoting children's communication skills and the importance of talking to children. This helps staff to provide the best possible care to children.
• Children demonstrate a love of books. They enthusiastically listen to the book of the month, affectionately known as an 'over and over' book. Children delight in listening to and joining in with the story, showing they know it well. They smile to their friends, demonstrating good friendships. Babies reach out to feel the textures in books, squealing with delight as they do so. Staff use a range of voices and tones to enhance the enjoyment for children.
• The manager and her staff place a strong emphasis on supporting children to develop good communication and independence skills. For example, during activities such as modelling dough, they talk to children and encourage conversations. They ask questions about how it feels and introduce new vocabulary, such as 'is it too sticky and tricky?'. Children laugh and consider their response before giving appropriate answers. Staff encourage children to do things for themselves. For example, they choose equipment, explore how the dough feels and experiment with different ways to touch it, such as pinching.
• Parents speak highly of the nursery and particularly of the 'lovely and caring staff'. They work in partnership with parents to continue to support children's learning at home. For example, staff share home learning ideas with parents through regular posts on their online journal. This supports the continuation of children's learning and development.

What the setting must and should do next

The provider should:

• develop the organisation of group activities to ensure that all children, including those who are younger or less confident, are able to benefit from the learning opportunities that they provide.