Chestnut @ NRP

What is it like to attend this early years setting?

Children feel safe and secure in this homely, welcoming setting. They demonstrate curiosity and eagerly explore the environment and its resources. For example, babies enjoy examining and transporting items from one area to another. Older children use natural materials creatively. They make 'soup' with soil and bark pieces in the outdoor play kitchen and serve it to their friends. Children use a range of materials and tools to realise their creative ideas. For instance, children cut and tape several pieces of paper together, as they need a 'really big piece' to draw a large castle.

Staff have high expectations for all children and work hard to provide challenging and accessible spaces for them. Children of all ages access a range of equipment to practise and challenge their physical skills. Babies master stepping up and down on a low beam, toddlers learn to pedal tricycles and older children learn how to keep themselves safe as they navigate the climbing frame's rock climbing side. Children understand the rules of group activities and remind their friends. For example, while playing with the puppet theatre, they remind the audience to not to be 'too noisy' or they won't be able to hear what the puppet has to say. Children delight in using gruff or silly voices for their puppets and making their friends laugh. Older children confidently share their ideas and experiences in a small group. They talk excitedly about their favourite fruits as they plan what to plant in the garden. Children talk about the things that plants need to thrive and begin to make connections in their learning. They understand that a swallowed apple seed will not actually grow into a 'tummy tree', but instead work its way through the body.

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

• The enthusiastic, knowledgeable manager has an ambitious vision for the setting. With her team, she regularly reviews children's progress, to identify gaps in learning and to consider areas to focus on. Recently they have recognised a need to promote children's personal, social and emotional skills, as well as their communication and language development. Additional funding, such as early years pupil premium, is targeted to support individual children's progress and promote their engagement in learning. Staff work collaboratively with other professionals to effectively support children with special educational needs and/or disabilities.
• Staff know their key children well. They plan activities which capture children's interest and promote their learning. They regularly share their observations with parents and make suggestions on how to continue children's learning at home.
• Staff make good use of technology to support children to settle. For instance, they encourage parents of babies to record themselves singing or talking, to comfort babies in their absence. Children also enjoy looking at photographs of their families, and point to their own and friends' pictures.
• Parents praise the kind, supportive staff team. They talk about the variety of activities and experiences children enjoy at the setting and how they particularly appreciate the extended time children have to play in the large outdoor spaces.
• Children delight in songs and rhymes. Babies clap their hands excitedly during a song about bubbles, while older children independently perform a song about a gorilla washing its clothes, using puppets. Children become keen communicators. Staff build children's vocabulary by introducing new words and commentating on children's play. They use key words from children's home languages to personalise songs and identify toys.
• Leaders encourage staff to follow their personal interests and access training to develop these. However, feedback provided is not sharply focused to build their individual practice or help them to develop in areas they are less confident or competent in.
• The manager is passionate about staff well-being and has developed several effective strategies for promoting a strong sense of belonging and value for staff. Staff praise the company programme that supports their broader well-being.

What the setting must and should do next

The provider should:

• strengthen monitoring of staff performance to focus professional development more precisely on raising the quality of practice.