Cherrytown Nursery

What is it like to attend this early years setting?

Children are warmly welcomed by staff that are happy to see them. Their genuine smiles and friendly approach help children to settle down quickly. Staff are respectful to children and effectively role model kindness. In turn, children demonstrate respect for the adults who care for them. The staff understand their role as a key person and have formed strong relationships with the children. They are sensitive and caring, especially to the youngest children. For instance, staff cuddle children as they wake from their sleep. This helps to regulate their emotions and makes them feel safe. Staff support children's personal, social, and emotional development effectively.

Staff use all opportunities to teach children and give them new information. They ask children questions that encourage them to make connections between their thoughts when they have discussions. For example, children sit outside in the fresh air to have their snack. They follow good hygiene routines and wait patiently for their food. The staff talk to children about the healthy fruit that they are eating. They explore a whole apple and what it looks like when it is cut in half. Staff encourage children to pour their own milk. With the encouragement of staff, children enjoy a lively discussion about where milk comes from. Children pause and think about this, and explain that milk comes from cows. The staff then prompt them to think about other animals that produce milk, such as goats. Children are learning good conversational cues, and are developing an understanding of the world that they live in.

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

• Managers have worked tirelessly to make the necessary improvements since the previous inspection. They are committed and passionate to continually enhancing their provision to deliver high-quality care and education for children and their families. Induction procedures have been strengthened and staff have undergone training to improve their professional development and build on their skills even further. This reflects positively on the teaching and education that children receive. Staff express that they feel supported and valued as part of the team. Managers have created a culture of teamwork and respect.
• Managers and staff have worked together to create a curriculum that is well sequenced and meets the children's needs. The collaborative work has been successful in ensuring the intention of learning is understood by all. Staff are confident and have good knowledge of what they are teaching children and why this is important. This supports children to extend their learning and make the progress they are capable of.
• Overall, staff successfully plan activities that are relevant to children's learning and are in line with the curriculum. However, on occasion, staff do not precisely consider how to organise the resources and space to accommodate all children who want to take part. This does not maximise children's engagement at these times. Despite this, children are eager to join in and enjoy taking part. They are confident to add their ideas and opinions. Staff value what children say and consider their views when holding discussions as a group.
• The support in place for children with special educational needs and/or disabilities (SEND) is good. Staff know children well and effectively describe their individual characteristics and what makes them unique. They give children the tailored support they need to flourish in their learning. The special educational needs coordinator (SENCo) understands her role and reaches out to outside agencies and professionals for support where needed. Children who speak English as an additional language are supported well to enhance their speech and language skills. Consequently, children develop well and make good progress alongside their friends.
• Arrangements to support children's behaviour are effective, overall. Children demonstrate positive behaviours. They are confident, polite and seek out their friends and staff to share their experiences with. The staff generously praise the children for being kind and caring to one another. However, at times, staff are not fully consistent in reinforcing what it is they have asked children to do to fully support them to understand what is expected of them. For instance, staff do not offer continued encouragement for children who have been asked to tidy up toys before entering into the next aspect of the routine.
• Parent partnership is strong. This supports children when transitioning into the setting, and in their development at home. Managers and staff seek feedback from parents to improve practice and care for children. Parents express that they are happy with the frequent updates and communication they receive on a daily basis.

What the setting must and should do next

The provider should:

• strengthen staff's skills to recognise how to organise activities appropriately to accommodate all children who want to take part
• support staff to implement consistent expectations for children's behaviour, so that children increasingly learn to follow rules and boundaries.