Clandon Park Nursery

What is it like to attend this early years setting?

Children are happy, confident and cared for in secure and clean surroundings. They form strong relationships with the friendly staff team, which knows them and their families well. Overall, staff thoughtfully plan an ambitious curriculum that supports children's interests and development. Younger children excitedly join in with sensory activities, such as 'ocean' themed painting, where they learn to grasp various tools. Furthermore, they delight in taking part in action songs and rhymes. This helps their growing vocabulary and early communication skills. Older children relish in the opportunities to be outdoors. They use their senses to explore textures, such as mud, water and different herbs. Children eagerly count and dig for the potatoes they have planted in the growing area. Staff introduce mathematical language, such as 'full', to describe quantities. Children identify resources that float, which further extends their learning. Pre-school children learn how to mix colours and make predictions about what they can make with 'primary' and 'secondary' colours. All children make good progress from their starting points.

Children's behaviour is good and thoughtfully managed. Staff recognise when children struggle to regulate their feelings or when there are times that it can become too overwhelming. Staff use consistent techniques to help children regain focus and stay calm during play. Children know the routines of the day well and cooperate with gentle instruction from staff. Children demonstrate respect for the environment and their peers. For example, they share, take turns and wait patiently to chop their fruit at snack time and pass the tongs to their friends when serving their lunch.

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

• Leaders promote a welcoming nursery. Recently, there have been some positive changes to the staff team. Robust recruitment processes and a suitable induction programme ensure staff's suitability when they start. Staff supervision sessions are implemented regularly to build on staff's knowledge and practice.
• Leaders have an accurate overview of the setting and know what children need to learn in order to reach their potential. Overall, the quality of teaching is good. Staff plan interesting experiences that support all areas of learning. However, their teaching skills are not consistently supportive. Although staff demonstrate that they are familiar with the overall curriculum, at times, they do not fully implement the intent during focused activities to maximise children's learning.
• Staff teach children how to keep themselves safe in everyday situations. For example, they explain the importance of using equipment correctly and the dangers of cutlery, if used inappropriately. This means children learn about safety and the consequences of their actions.
• Staff support children's overall well-being through good hygiene, care routines and activities that promote children's physical health. They gently manage personal care and encourage regular handwashing, helping children to build good hygiene habits. Children enjoy balanced and nutritious snacks and meals. Staff implement rigorous safety systems to cater for those children with special dietary requirements or allergies.
• Staff plan activities that build on children's resilience, curiosity and independence. For example, children thoroughly enjoy their time outdoors and the freedom to explore. They have many opportunities to discover nature and develop their understanding of the world in the garden or walks around the national park areas available to them. Overall, interactions between staff and children are purposeful. However, at times, staff do not focus on supporting those children who are quieter or less confident to benefit as fully from the intended learning.
• Children gain a good understanding of what makes them unique. Staff understand how to support children with special educational needs and/or disabilities. Staff work closely with a range of external professionals to seek the support that children need. They create targeted and suitable activities for children who require additional support. This ensures they are fully inclusive and able to adapt activities and the environment to meet the needs of all children.
• Staff establish effective partnerships with schools that children will move on to, both locally and in the wider area. They invite teachers into the nursery to meet children in a familiar environment and share relevant information about each child's individual needs. This well-planned approach supports children to build early relationships with their new teachers, easing any anxiety about the move to school.
• Leaders support staff well. They identify areas they wish to improve and provide help for staff in their professional development. Staff engage in a range of training opportunities to enhance their practice. Staff are very happy in their roles and comment on the good support they receive.

What the setting must and should do next

The provider should:

• support staff to define the learning intentions for planned activities more precisely to fully maximise children's development
• consider more closely how to ensure all children, in particular quieter or less confident children, fully engage and benefit from the learning opportunities.