Children Come First

What is it like to attend this early years setting?

Children arrive happily, ready to engage in the wide range of activities on offer at this inclusive and welcoming nursery. The key-person system is highly effective, and staff build close bonds with the children and know them well, ensuring their emotional and developmental needs are met.

Children are encouraged to be independent. They learn to put their coats on by themselves and manage their own personal hygiene, such as wiping their noses and putting tissues in the bin. Staff support children to use cutlery effectively at mealtimes. Children have opportunities to practise these skills in play. For example, they safely use plastic knives to cut real foods in the home corner. Children learn about healthy eating through topics such as 'Harvest'. They grow their own vegetables in the garden and use tools to dig them up while staff talk with them about why the vegetables are healthy to eat. They have plenty of opportunity to develop their physical skills in the outdoor space. Children confidently climb, balance and slide. Staff encourage children to take appropriate risks. This helps to build resilience and independence.

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

• Parents speak positively about the nursery, and they report that communication is strong through daily feedback and regular online updates about activities. They feel well supported during significant times, such as potty training or the birth of siblings. For example, the nursery sends home relevant books for children to read with parents to support their emotional well-being. Parents comment on the marked progress their children have made since attending the setting.
• Children are supported effectively during their settling-in period. Staff are attentive, giving cuddles when needed, and adapt sessions accordingly to make the transition as smooth as possible. They work closely with parents to establish children's starting points in learning.
• The dedicated manager and her long-standing team have high expectations for all children. Children with special educational needs and/or disabilities make noticeable progress in relation to their starting points. Staff plan activities around each child's individual needs and interests to ensure progress across all areas of learning. Staff prioritise knowing all the children well and are knowledgeable about each of their developmental needs. They work hard to encourage children who struggle with social interaction to integrate and learn to play alongside others cooperatively.
• Overall, teaching is good. Staff model language during play activities, talk with children about what they are doing and demonstrate and support when required. However, at times, staff do not question children during activities to check children's understanding or encourage wider thinking.
• Stimulating activities ensure that children focus for sustained periods. They persevere to fit pieces into puzzles and pick up objects with tweezers. They collect water in large pipettes and explore pouring water into a variety of containers to develop their fine motor skills, while staff interact and reinforce new vocabulary. Children learn mathematical concepts while investigating weighing scales. They problem-solve to make the scales balance and learn to use mathematical language, such as 'heavier', 'lighter', 'more' and 'less'.
• Staff report they are well supported and receive regular training to keep their knowledge up to date and enhance their practice. They meet regularly to plan and discuss children's progress and next steps.
• Overall, children who speak English as an additional language are helped to make good progress. Staff use key words in children's home languages. They use flashcards and encourage repetition of words to support their English language development.
• Children develop an understanding of cultures other than their own. They learn about religious festivals such as Diwali and Eid, and staff share their cultural experiences with the children, supporting them to understand people's differences.
• Children are well supported in beginning to manage their own feelings and behaviours. When children struggle to regulate their behaviour, staff take appropriate action to support them according to the specific needs of the child.

What the setting must and should do next

The provider should:

• develop staff's questioning skills to enable them to check children's understanding of new concepts and encourage their speech and wider thinking.