Chantrey House Nursery LTD

What is it like to attend this early years setting?

Children settle well into this nursery, where they feel safe, secure and happy. Staff create a comfortable environment and know children well. They identify children's starting points in development and their next steps in learning. Staff differentiate activities to meet the needs of individual children, including those with special educational needs and/or disabilities. Staff sit among children reading stories, interacting and singing songs. The nursery is calm, and children listen and respond as they develop their language and vocabulary.

Children go outside each day. Staff observe and talk to children as they play in the sandpit and extend their communication by asking questions. Children's language and communication are good. They are engaged and excitedly narrate their play, as they spoon sand into little teapots. Staff are kind and affectionate. Children are valued and listened to as they playfully sing. They sing a 'hello' song to learn and recognise each other's names. Children sit in a circle and play with a parachute, taking turns to choose a game. Staff support younger children by offering them alternatives. Children cuddle their key person, who responds warmly.

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

• A strong and effective key-person system is in place, which parents appreciate. Children have a second key person so that their care is consistent and close bonds can develop. Staff affectionately accommodate children's choices; for example, when children are drawn to another member of staff, they share the care of children.
• Staff and managers clearly implement the curriculum and plan for children's individual needs. They use information shared by parents during settling-in visits and their observations to plan for what children need to learn next. Children make good progress, and this is monitored termly in supervision meetings between staff and managers. Staff use conversations and an electronic app to share information, ideas and news with parents, who are encouraged to respond by posting on the app.
• Parents bring their children in to nursery. Since the COVID-19 pandemic, parents are offered a choice. They can telephone the room or be greeted at the door by a member of staff. Staff take time to get to know children and their families, building strong partnerships with parents. They use many initiatives to engage parents, including home-learning ideas, events, celebrations and local fundraising. For example, parents and children took part in a harvest festival project and collected donations for a local food bank.
• Children are supported to develop healthy lifestyles, for example, they drink water from personal bottles. Staff share information with families about healthy eating, for example they display how much sugar is in familiar takeaway products.
• Children eat lunch together at the table, staff sit amongst them as they chat. Children are confident and communicate clearly asking, 'Please can I have some more macaroni cheese?' Children use serving tongs to reach the garlic bread. However, children are not always given opportunities to show independence and further extend their ability in real-life tasks. For instance, helping to lay the table for lunch, pouring their own drinks or serving their own food.
• Children enjoy their time playing outside. They are enthused, engaged and their language flows freely. However, managers have not yet fully identified the potential of the outdoor area or developed a vision to inspire the learning of those children who prefer to learn outside.
• Children help to put things away, listen to staff and follow instructions. Staff skilfully encourage children with praise, counting and clear requests. Staff have high expectations of children, who calmly wait for their turn to climb the steps and go in for lunch.
• Children and babies are respected, treated with kindness and given the space and time to respond. Staff are sensitive when asking babies if they can change their nappies. Staff get down to children's level and offer physical comfort and a familiar toy to soothe sleepy children.
• The managers have developed links with other organisations and professionals, including the local child safeguarding partnership, the quality improvement team, the teacher for the deaf and the special needs inclusion team. These connections help to promote the welfare and development of all children in the nursery.

What the setting must and should do next

The provider should:

• expand on children's opportunities to extend their abilities and self-care skills
• enhance the outdoor provision further by creating opportunities for children, who prefer to learn outside to play and explore in the natural environment.