Clarendon Nursery

What is it like to attend this early years setting?

Staff welcome children warmly into the nurturing and engaging nursery. Staff create an environment that is well considered. They plan indoor and outdoor spaces to encourage children to explore, be active and learn through play. Children understand staff's expectations and are motivated to learn. Staff demonstrate that they know children very well. Children quickly form trusting relationships with kind, attentive staff who support their emotional well-being and confidence. For example, older children engage in conversations with staff about their weekly yoga class as they demonstrate the different poses they have learned. Children are happy, secure and have a real sense of belonging.

Leaders and staff have designed a curriculum that supports all children to make progress from their starting points. Staff swiftly identify when children need further support with their learning or development. They work in close partnership with parents and other professionals, developing strategies to support children with special educational needs and/or disabilities (SEND). Staff use additional funding effectively. For example, staff provide sensory resources or individual support for children where this is required. This helps children with SEND to continue to achieve well and work towards their milestones. All children are prepared for the next stage of their learning.

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

• Children's behaviour is very good, reflecting the high expectations set by staff who consistently model positive attitudes. Staff gently support babies to use 'kind hands' during play, helping them to develop early social skills and positive interactions with their peers. Older children show growing independence by tidying away their toys once they have finished, demonstrating responsibility and respect for the learning environment.
• The curriculum for communication and language is a strength. Staff make the most of everyday opportunities to build children's vocabulary and understanding. For example, as staff support children to think about prior learning, children confidently demonstrate their understanding of the difference between a human spine and the spine of a book. Staff implement strategies such as using objects of reference and simple signs to support children's emerging communication skills. Children become confident and capable communicators.
• Staff skilfully embed mathematics throughout children's play. For example, babies enthusiastically count their fingers while singing songs such as 'Five Little Ducks'. Older children remain focused and engaged during group times, confidently exploring patterns such as the sequence of the days of the week. These experiences help children develop positive attitudes towards early mathematical concepts. This helps to prepare them well for their eventual move on to school.
• Leaders are reflective and committed to delivering high standards. Staff receive targeted training and ongoing coaching. Leaders regularly observe practice to ensure that staff's knowledge is embedded. Staff's well-being is a priority, contributing to high morale and a positive learning environment for children.
• Partnerships with parents are strong. They comment that regular events to celebrate different cultures help their children to learn about diversity. Staff communicate with parents in their home languages, ensuring that they receive messages and updates about their children's progress. This helps all parents to feel involved in supporting their children's learning. Furthermore, staff encourage parents to use the lending library and to read with their children at home. This supports the continuity of children's learning and helps them learn to love books and stories.
• In the main, staff support children to build on their existing skills. However, at times, staff do not consistently support children to build on their learning in an age-appropriate way. For example, while younger children are encouraged to put on their own shoes, staff occasionally intervene too quickly and complete simple tasks for them. This hinders opportunities for independence and does not fully support sequenced learning.
• Staff provide a broad range of learning experiences that promote children's development during outdoor play. Babies benefit from a well-resourced, age-appropriate area where staff can support their early physical development. Older children engage in more physically challenging activities as they work together to navigate the overhead climbing frame. However, staff deployment during outdoor play is sometimes less effective than in other areas. This means that, at times, not all children consistently benefit from high-quality interactions to engage fully in meaningful learning.

What the setting must and should do next

The provider should:

• support staff to have a clear understanding of the sequencing and priorities for the learning of younger children
• review the deployment of staff to consistently provide purposeful interactions for children to build on their existing skills and knowledge.