Castle nurseries at Montagu

What is it like to attend this early years setting?

Children arrive excitedly and leave their parents with ease. They enjoy their time at the nursery and are confident, happy and have fun. Staff are very caring and responsive in their interactions with children. This contributes to children's well-being, helping them to feel settled and safe in the nursery.

Children are curious learners who are keen to explore the stimulating environment. For example, babies crawl, toddle and climb small indoor apparatus. Toddlers ably climb and slide down the ramp. The supportive staff encourage children to take turns to use the slide, which helps build on their emotional resilience. Older children learn how to use scissors to practise their cutting skills. This helps to increase the muscle strength in their fingers and hands.

Staff help children to understand the routines of the day. They provide timely reminders to children when it is nearly time to move to the next activity. As a result, children behave well. Staff act as strong role models for sharing and taking turns with others. Children start to learn early recognition of emotions and how to self-regulate their behaviour. Staff recognise children's achievements and continuously praise them for their efforts, boosting their self-esteem and confidence.

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

• Children with special educational needs and/or disabilities and children who speak English as an additional language are well supported by the staff team. The staff are highly proactive in recognising concerns and supporting children. Where formal plans are needed, these are completed in time for children to move on to the next stage in their learning with the correct level of support. They also work with families and other professionals to build targets and support. As a result, children make good progress across all areas of learning.
• Children enjoy singing their favourite nursery rhymes. Older children choose what they would like to sing next, successfully completing the associated actions. Younger children smile with content when staff sing to them, bobbing up and down to the rhythm of the song. This supports children to express themselves creatively and strengthen their social interactions.
• Staff support children to develop a love of literature. Children have access to a range of books and stories that link to their current interests or experiences. Staff have developed a 'lending library' where parents and children can choose books to continue their learning at home.
• Staff weave some additional learning into children's play and conversations, such as colour and shape. As children build with blocks, they use language such as 'on top' and compare the different heights. However, less emphasis is placed on supporting children to develop their counting skills.
• Children enjoy being creative. For example, older children stick cotton wool and glitter onto paper to create a snowman. They discuss the process, saying, 'I am mixing the glue' and 'I am making a fat one', describing their intentions. However, sometimes, staff overlook opportunities to encourage children's independence skills further. For example, children have to ask and then wait for staff to provide additional resources.
• Children have regular opportunities to play outdoors and engage in robust physical movement. Older children competently manoeuvre around the space on scooters and trikes. Staff support children to play together as they invite them to participate in simple ring games. Children show great enjoyment and repeatedly ask to play again.
• Staff complete regular risk assessments, such as daily checks of the premises, to identify and minimise hazards to children. Appropriate security systems are in place, which helps to ensure the environment is safe and secure.
• Leaders have a clear vision for the setting. They reflect on their practice and strive to deliver high-quality care and education. Leaders have created a positive and supportive culture to motivate and inspire all staff. They organise regular meetings and supervision meetings while providing tailored training opportunities.
• Partnerships with parents are strong. Parents praise the setting for how the staff support children to settle each day. They highlight particular progress for children in terms of speech and language and personal confidence. Parents appreciate the regular updates on what children have been learning and enjoying.

What the setting must and should do next

The provider should:

• increase opportunities for older children to become more independent, so they can make choices and complete creative tasks themselves
• support staff to make the most of opportunities for helping children to count.