Chapel Street Nursery @ Checkley

What is it like to attend this early years setting?

Leaders and staff create a warm and nurturing environment, where children feel safe and valued. They get to know the children and their families well and build positive relationships. Leaders and staff foster children's sense of belonging. They provide consistent care and show genuine affection towards the children, celebrating their individuality. Leaders and staff support children in displaying positive behaviours. They offer children praise and encouragement, and celebrate their achievements. Children are encouraged to share and take turns with their friends, which helps to develop their social skills and emotional development.

Leaders and staff design and implement a broad and balanced curriculum that supports children's learning and development across all areas. As a result, all children make good progress. Staff enthusiastically immerse themselves in children's play. They observe and respond to children's interests, encouraging child-led play. As a result, children confidently explore their environment and become engaged in the thoughtfully planned activities and resources. Children have daily opportunities to play and explore in the fresh air. They develop their physical skills as they ride on trikes and use their imagination in the mud kitchen. Learning opportunities, both inside and outside, are as equally engaging, which further supports those children who prefer to learn outdoors. Leaders and staff foster children's curiosity and understanding of the natural world. Children learn the importance of treating animals kindly and with care. For example, they enjoy taking part in the experience of feeding calves and lambs and helping to take care of them.

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

• Leaders and staff work well together as a close team and are passionate about their role. They place children at the heart of everything they do and share the same values and vision for the nursery. Leaders and staff foster an inclusive environment, where everyone feels valued and supported. Leaders have strong safeguarding practices in place, ensuring the safety, well-being and protection of all children in their care.
• Parents speak very highly of the nursery. They say their children have come on 'leaps and bounds' since attending, especially in their communication and language, and confidence. Parents particularly value the homely and family feel of the nursery and the strong community ties. Leaders and staff keep parents informed on the progress their children make and the care they receive.
• Leaders and staff recognise the importance of developing children's communication and language. They create a language-rich environment for children to build and strengthen their skills. Staff engage children in meaningful conversations and value what they say. Leaders and staff help children to develop a love of books. Children snuggle up with staff as they read stories with enthusiasm and expression, making the experience engaging and enjoyable.
• On the whole, leaders and staff plan group activities that are based on what children need to learn next. They help children to build on their early literacy skills through playful learning. For example, children take turns to guess the letter sound of different items. They place the items in a bowl and use a wooden spoon to stir them together while singing a song called 'silly soup'. Children recall their learning and say, 'A is for alligator not crocodile'.
• Leaders and staff make mealtimes a social occasion by creating a relaxed, home-from-home environment, where children enjoy the experience of eating together. However, not all group activities and daily routines are tailored to align with children's age and stage of development. As a result, some children do not gain the most from the learning experiences and do not always benefit from further opportunities to develop their independence in preparation for the next stage in their learning journey.
• Leaders and staff invite children to explore new experiences that spark their natural curiosity and eagerness to learn. For instance, children have fun as they explore the texture of ice cubes. They giggle as they watch the ice melting in their hands. Children develop their imagination and fine motor skills as they manipulate dough with their fingers and use paintbrushes and crayons. Children become engaged in their chosen activity. However, at times, staff do not always recognise opportunities to extend and build on children's learning even further.
• Children benefit from regular outings in the community. They visit the local church and take part in special events, such as Harvest and Christmas. Leaders and staff support children to develop an awareness of cultures and traditions that are different from their own. This helps children to appreciate and celebrate differences and to prepare children to navigate the multi-cultural and diverse world in which they live.

What the setting must and should do next

The provider should:

• differentiate activities and daily routines to ensure that children's individual learning needs and independence are fully promoted
• help staff to recognise how to extend activities even further to help children make even better progress.