Cawthorne Road Day Nursery

What is it like to attend this early years setting?

Children thrive and blossom in the nurturing 'family' environment of the nursery. They show that they feel completely secure and cared for as they confidently explore and investigate exciting resources inside and outdoors. For example, children happily search for bugs in the 'secret garden'. They independently collect water in cans from the barrel and explain that they use rainwater to save a precious resource. Children talk enthusiastically about past experiences through the seasons, such as growing 'massive' pumpkins and harvesting apples to take home. These activities help children gain an appreciation for the wonders of the world around them. Babies and toddlers enjoy outdoor play daily and relish meeting up with older children. They are closely supervised by staff at all times to ensure their safety while they develop their excellent physical skills.

Experienced staff gather extensive information about each child from the start and know children extremely well. They use this detailed knowledge of each unique child to provide an ambitious and structured curriculum. Staff skilfully break down each basic skill into steps that children can achieve until they reach their goal. All children make outstanding progress, including those with special educational needs and/or learning disabilities. Children demonstrate a wonderfully positive approach to their learning. They concentrate very well indeed, show great curiosity and are keen to 'have a go'.

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

• Children develop extensive skills and knowledge across all areas of learning, in preparation for their move to school. Expert staff prioritise providing children with first-hand experiences. For instance, children observe daffodils before creating their own paintings. Staff talk with children about what they see and introduce new words. They know when to intervene and when to allow children time to think creatively for themselves. Staff value children's thoughts and ideas highly.
• Staff are keen for children to develop firm friendships. Children have great fun as they join in group games that help them get to know each other. One example of this is when they take turns to hide under a large scarf. Children delight in being 'discovered' as their friends sing their names.
• Children's behaviour is exemplary. Staff are marvellous role models who support each other highly effectively, as well as children and families. They praise and encourage children which supports their strong self-esteem. They work strongly as a team to ensure a consistent approach to any challenges. Children respect agreed boundaries and follow simple rules. They regulate their own behaviour with gentle reminders from staff.
• Babies and toddlers recognise familiar songs, joining in with words and actions with glee. For example, they say 'star' when requesting 'Twinkle, Twinkle Little Star'. Throughout the nursery, staff pass on their love of books to children, in both one-to-one situations and in groups. Children learn to use books for reference, for example, when making dough models of bugs. They always have access to mark-making resources. Pre-school children eagerly practise their writing skills. They proudly select their name card to register attendance. Children develop excellent early literacy skills.
• Partnership working with parents is remarkably good. Parents say all staff are 'amazing'. They approach any member of staff to discuss their child's well-being and development with confidence. They comment that they feel extraordinarily well informed about what their child is learning and why. The impressive high quality of communication ensures that parents are able to continue children's learning at home.
• Children benefit from inviting and nutritious snacks and meals, with a choice of water or milk to drink. Staff use routines to help promote children's comprehensive independence skills. For example, older children match cups and bananas to each seat at the tables, while counting. This helps children to practise their early mathematical skills. Staff talk to children about where bananas come from and ask them questions about their colour and shape. They expertly and seamlessly weave learning opportunities throughout children's play.
• The nursery is highly inclusive. Staff work very closely with other settings and professionals, to ensure there is early intervention for children with special educational needs and/or disabilities. They actively seek support from the local authority development officer. Staff carry out regular checks on, for instance, the development of children's communication and language skills. They take prompt action to narrow any gaps. Children are superb communicators. They chat animatedly with each other as well as with adults. Babies point and babble happily as they play.
• Children go on outings with staff into the wider community. This helps to broaden their understanding of the world. For example, they write Christmas cards for their families and take them to the local post box. This also helps them to recognise the meaning and purpose of print.
• Since the last inspection, the dedicated managers have worked tirelessly to maintain the outstanding quality of provision. One example of this is when managers completed a review of assessment information to simplify ways of recording children's achievements. This allows staff more time to interact with children. Managers promote staff well-being and targeted professional development highly effectively. Almost all of the staff have worked at the nursery for many years. Interactions between staff and children are consistently positive. This is an impressive learning environment. Managers continuously focus on developing the nursery. For instance, they intend to enrich learning opportunities, for those that prefer to learn outside, even further.