Childsplay Claremont Nursery Co-op

What is it like to attend this early years setting?

Much thought goes into how staff welcome new children into this warm, welcoming nursery. They take time to get to know each child and their family exceptionally well, which helps them to meet children's individual needs precisely from the outset. For example, new families attend a weekly 'baby social' group in the weeks leading up to their first session. The close relationships that staff build with families are maintained throughout children's time in the nursery. This contributes to children's strong emotional well-being and their deep sense of belonging. They develop the confidence and self-belief to thrive in their learning.

The nursery provides children with an exceptional start to their education. Its distinct approach places curiosity, independence and creativity at the heart of learning. The ambitious curriculum is flexible and responsive to children's interests. This helps to ensure that every child is supported to learn in ways that match their needs and preferences. Staff provide an environment that inspires children, ignites their interest and sparks their thinking and conversations. Children explore with confidence, ask questions, test out their ideas and work with their friends to solve problems. For example, two children work together to find the most efficient way to transport leaves and berries in the garden. Children are high achievers. They are consistently absorbed in meaningful play and demonstrate remarkably positive attitudes to learning.

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

• Leaders are persistent in their drive to deliver the best outcomes for children. They prioritise high-quality professional development, which helps staff to continually refine their skills and keep practice at a very high level. Messages from early years research are embedded across the nursery and contribute to carefully planned teaching approaches that have a direct impact on children's learning and development. Children benefit from a highly effective curriculum and achieve extremely well.
• Staff's interactions with children are exceptional. They join children's play and introduce new and ambitious language that rapidly extends children's vocabulary. For example, children use words such as 'bold' and 'vibrant' when describing colours. Staff know when to step back and give children the freedom to lead their learning. For example, they decide to use juice from blackberries found in nature to make paint. Children know their ideas are important. This gives them confidence and leads to deeper engagement in rich learning experiences.
• Every stage of childhood is important to staff. Babies receive nurturing care and begin to explore with confidence. Toddlers have time and space to develop their personalities and preferences. Older children refine and extend their skills through increasingly complex play. Staff focus on the process of learning rather than a particular outcome. This helps to strengthen children's thinking, resilience and creativity. They develop attitudes and skills they need to become confident, successful lifelong learners.
• Assessment is used effectively to identify children's needs at the earliest opportunity, ensuring strong provision for children with special educational needs and/or disabilities. Staff create precise learning plans tailored to each child, working with other professionals where appropriate, to provide the right level of support and challenge. This helps all children to make excellent progress and develop confidence and pride in the things they can do.
• Children develop a strong understanding of the world and the people in it. They take part in projects such as an intergenerational programme and forest school activities. These experiences inspire them to care for others and think beyond themselves. They show empathy and understanding, for example when they move furniture so their older friends can join in comfortably. Outdoors, children learn to be safe and independent. They confidently identify risks, use tools responsibly and explain how to keep themselves and others safe.
• Well-established routines help children to feel secure. They move calmly through the day and understand staff's expectations. Their conduct is exemplary. Staff model positive behaviour and attitudes. It is evident that the children themselves choose to behave well. They understand why this matters, and it leads to an environment where children work together, celebrate each other's successes and show genuine care and kindness.
• Partnerships with parents are exceptional. Families are actively involved in their children's learning and speak highly of the support they receive. Staff run informative sessions that help parents to understand the curriculum and the importance of early education. Parents say these opportunities have deepened their knowledge and confidence in parenting and strengthens learning at home. Children benefit from shared approaches that support their rapid progress.