Castle Kindergarten

What is it like to attend this early years setting?

Children develop a genuine love of learning in this highly stimulating nursery. The environment, both indoors and outdoors, is exceptional. It has been created to maximise opportunities for children to become fully engaged in a wealth of rich experiences to stimulate their curiosity and promote their development. Staff set up daily 'invitations to play' in all parts of the nursery. They use carefully selected resources that reflect children's interests and are appropriate to their age and stage of development. In the baby garden, children become engrossed in sensory play as they explore citrus water. They giggle with delight as they are encouraged to scoop and pour the liquid. Babies who are not yet able to stand are supported to access the same experiences from a seated position. In the toddler room, children's learning about the life cycle of a butterfly is reinforced as they use a range of different materials to make collages and paintings. When children choose to move to the play dough station, they continue to talk to each other about eggs and cocoons. Pre-school children are fascinated as staff involve them in the release of the butterflies they have hatched. Inside, they concentrate as they grind herbs they have grown and mix these with powder paint. They skilfully use different utensils to cut fruit and vegetables and are delighted as they work out how to make their own pear juice. Throughout these rich experiences, staff are on hand, when needed, to introduce new vocabulary and to ask questions to support and extend children's learning. As a result, children make excellent progress from their starting points.

Children's behaviour is exemplary. The atmosphere throughout the nursery is calm and purposeful because children are fully absorbed in what they are doing. Children clearly show respect for the environment and learn how to take care of the beautiful resources provided. Staff help children to play alongside each other by modelling how to share and take turns. Children who may struggle to regulate their behaviour receive effective support and appropriate supervision.

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

• Leaders and managers are passionate about providing the best possible start to children's early education. They lead the dedicated staff team with empathy and clarity. This enables staff to feel empowered and fully invested in the development of the nursery. Staff value professional development opportunities and feel supported by mentoring arrangements.
• The curriculum within the nursery is based on a clear understanding of how young children learn. There is a strong focus on promoting children's personal, social and emotional development so they feel settled, secure and ready to learn. This starts with personalised settling-in arrangements. Transitions to different rooms are also managed effectively. There is a strong key-person system that further supports children's well-being.
• All staff know the children incredibly well. This enables them to ensure that all interactions with children consistently address their learning and development needs. Staff clearly explain the purpose of all the activities they provide. They use their knowledge of children's interests and their experiences at home to ensure that children access a broad range of different types of learning. Careful planning helps to address any gaps in children's development and provide opportunities for children to take part in new learning opportunities.
• The nursery is highly inclusive. Children with special educational needs and/or disabilities (SEND) receive excellent support. Leadership of SEND is highly effective, providing support to all staff to ensure individual children's needs are met as effectively as possible. Clear procedures are in place to identify children who may need additional support. Liaison with parents and with any specialists ensures that information is shared in a timely manner, and strategies to support children are applied consistently.
• Children's communication and language skills are developed effectively throughout the nursery. Staff in the baby room are skilled at giving children opportunities to vocalise. The youngest children beam with delight as they start to join in with familiar songs. Toddlers are encouraged to join words together as they respond to questions. Staff take time to listen to what children have to say. They further support their speech by repeating children's words using the correct pronunciation. Pre-school children confidently talk about their emotions at circle time. Staff remind them about the importance of listening to each other's contributions.
• Opportunities for children to acquire and practise skills to promote their independence are sequenced carefully. The youngest children are enticed to explore the learning environment on their own by the placement of interesting activities around their room and outdoor space. The nursery works hard to support as many children as possible to be toilet trained before moving to the pre-school room. Older children serve their own food. They also have a more structured routine to prepare them for going to school.
• Parents and carers recognise the nursery as a special place. They feel fully informed about their children's learning and development. Regular updates on the nursery app, detailed daily feedback and parents' evenings each term are valued. Parents are clear about what their children are working on, and their child's key person helps them to support and develop this learning at home.