Chaston Nursery School

What is it like to attend this early years setting?

Staff have developed close, secure and trusting bonds with children. As a result, children are settled in this home-from-home environment. Children arrive with smiles on their faces and are ready to explore the interesting and engaging activities. Children behave well. Staff have high expectations of children's behaviour. They show respect and listen to what children say. They provide gentle reminders and explanations to help children learn about rules and boundaries. Children show respect for others, encouraging their friends to join in, and take turns.

Children are enthusiastic and active learners. They are eager to explore the many interesting activities that staff plan for them. Children make the most of playing indoors and outdoors, having fun as they go. Children learn to balance and climb with confidence. They enjoy pulling and stretching play dough. Staff support children's knowledge of the world around them by encouraging them to water plants and talking about how and why we do this. This supports their overall development, and all children make good progress. Staff support children's emotional well-being, offering praise and reassurance when children need it. They interact warmly during care routines, such as nappy changes and rest times.

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

• Staff regularly observe and track children's progress. They plan activities based on children's interests, what children know and what they can do. Staff identify any gaps in children's learning and put appropriate support in place. Children are well prepared for the next stages of their learning, including moving on to school. Overall, the curriculum is ambitious and challenging for all children. However, staff do not always take the opportunity to challenge the most-able children further to raise their achievements.
• Children have plenty of opportunities to develop their language and learn new words. They listen to stories and sing familiar songs. They have relevant and meaningful conversations with staff and other children. This means that all children are making good progress in their language development.
• Staff successfully teach children about making healthy choices and leading healthy lifestyles. They ensure that children wash their hands regularly and have daily physical exercise. Children look forward to the healthy snack and home-cooked lunch. They make choices about what and how much they want to eat. They access water when they need it. Children learn about how to look after and care for their teeth.
• Staff have regular supervision sessions, which allow leaders to identify and address any weaknesses in practice. These are acted on swiftly by leaders to continually improve practice, and are monitored to ensure that there is a positive impact on the children and staff. Staff report good levels of well-being and say that leaders are supportive.
• When children first start and begin settling in, staff take time to get to know them individually. As a result, children have built secure relationships with their key person and other staff members. This ensures that they feel valued by all.
• Children behave well and are curious and motivated to learn. They focus on activities well and support one another through positive relationships. Children are kind to one another and help each other when needed. Staff are caring and give praise when children learn new skills.
• All children have developed good self-help and independence skills. They are taught these in a fun way. For example, they sing songs while washing their hands and learn to put on their coats by placing them on the floor, putting their hands in first and swinging it around like a superhero. Older children have learned how to pull zips up and down and do up buttons successfully.
• Partnerships with parents are strong. Parents value the positive contribution that the staff make to their children's lives and the progress children have made, such as good gains in their physical and social skills. Staff provide regular updates on children's progress and information on what children are learning and their next steps.

What the setting must and should do next

The provider should:

• support staff to build on and provide further challenge to extend children's learning.